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000-P03 - System p5 Technical Mastery test - Dump Information

Vendor : IBM
Exam Code : 000-P03
Exam Name : System p5 Technical Mastery test
Questions and Answers : 76 Q & A
Updated On : December 11, 2018
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000-P03 Questions and Answers

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000-P03 System p5 Technical Mastery test

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000-P03 exam Dumps Source : System p5 Technical Mastery test

Test Code : 000-P03
Test Name : System p5 Technical Mastery test
Vendor Name : IBM
Q&A : 76 Real Questions

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IBM IBM System p5 Technical

IBM Is going down - however can be Saved | killexams.com Real Questions and Pass4sure dumps

Image result for ibm

Introduction

In September, I wrote a piece of writing that chronicled the gradual decline of foreign enterprise Machines (IBM). The article concentrated on the company’s declining revenues and margins and the fallacy that is Watson that has been overhyped and over-marketed. due to the fact that the article was posted, things have gotten worse for the business. Its inventory expense has declined from $a hundred forty five to the latest $123.

as a result, its market valuation has declined from more than $130 billion to the latest $112 billion. This valuation makes IBM moderately valued compared to different technology agencies. In IBM, traders are paying 19X trailing salary and 8X ahead salary. here is significantly decrease than what investors are procuring different historical tech organizations like Oracle (ORCL), Microsoft (MSFT), Apple (AAPL), and Cisco (CSCO) which have an average ahead PE ratio of 15. in a similar way, IBM has a forward PS ratio of 1.forty one, which is reduce than the normal of those companies of 4.sixty five.

all the way through IBM’s decline, many traders – including Warren Buffet – have invested in the company, hoping that it is going to achieve a turnaround. they've all been upset as the enterprise’s inventory has persisted to peer lower lows. brief retailers nevertheless had been rewarded as the inventory has lost 17% of its cost this year. The brief interest has multiplied from 14 million in January to the present 21 million.

in my view, IBM will proceed to underperform since it lacks a catalyst so that you can take the inventory better. This evaluation will be a observe up to the old article and will spotlight extra issues that the big blue is facing and how it may also be saved.

Elephant within the Room: RHT

When tremendous businesses are in decline, they've a habit of making terrible selections chiefly in terms of acquisitions. Two examples of this are the determination by using Sears Holdings (SHLD) to purchase okay-Mart and the choice via normal electric powered (GE) to acquire Baker Hughes (BHGE). regrettably, IBM determined to observe the footsteps of these agencies.

Two weeks in the past, the enterprise announced that it could spend $34 billion to acquire red Hat (RHT). IBM would purchase RHT for $a hundred ninety, which became a sixty three% top rate. In its announcement, IBM’s CEO noted that:

The acquisition of crimson Hat is a video game-changer. It changes everything in regards to the cloud market. BM will become the world's #1 hybrid cloud company, providing agencies the best open cloud answer in an effort to release the whole cost of the cloud for his or her organizations

This announcement reminded me of what GE’s Jeff Immelt spoke of when he introduced the acquisition of Baker Hughes.

BHGE is an industry leader located to carry in any financial environment and aid our shoppers in riding productiveness. This deal capitalizes on the existing cycle in oil and gasoline while also strengthening our place for the market healing. As we go ahead, the brand new fullstream offering quickens our potential to extend a digital framework to valued clientele whereas providing world-class technical innovation and service execution. We look forward to carrying on with a seamless integration for our customers.

what is different within the two statements is that Immelt turned into appropriate in regards to the scale of Baker Hughes. having said that, Virginia Rometty’s remark turned into demonstrably incorrect. First, within the press convention, IBM used the notice cloud forty three times and based on Rometty, the deal will support IBM take an more desirable market share within the cloud business. youngsters, a glance at crimson Hat’s revenues shows a unique photo. Most of its revenues come from infrastructure-linked choices while the subsequent salary comes from application building and different emerging expertise choices. In its 10K, it describes the subscription offerings as: earnings generated from crimson Hat commercial enterprise Linux and linked technologies comparable to red Hat satellite and pink Hat Virtualizations.

source: crimson Hat

This factor changed into also referred to by Barron’s article that interviewed an analyst from Bernstein who noted that:

greater than half of crimson Hat’s profits changed into generated through its common on-premise server operating-device business, which isn’t at once tied to the cloud and has a slowing growth fee.

further, while Amazon’s (AMZN) cloud grew via 46% in 2017, pink Hat’s cloud-related revenues rose by means of simply 14%. at the identical time, the annual revenues of purple Hat are just beneath $3 billion with the internet earnings being below $300 million. Worse, IBM is paying 55 instances RHT’s estimated revenue, which is a hefty valuation because that many groups within the sector are received at four.5 times ahead income.

for this reason, all this doesn't justify the hefty $34 billion. additionally, here is now not the first time that IBM has overpaid for its cloud features. In 2013, when it introduced the acquisition of Softlayer, it declared that:

As businesses add public cloud capabilities to their on-premise IT systems, they need enterprise-grade reliability, safety and administration. To tackle this opportunity, IBM has constructed a portfolio of high-price private, public and hybrid cloud choices, as well as application-as-a-provider business options. With SoftLayer, IBM will speed up the build-out of our public cloud infrastructure to supply valued clientele the broadest option of cloud choices to drive enterprise innovation.

Even with the SoftLayer acquisition, IBM has lagged other cloud computing corporations. it's number 5 in the trade at the back of Amazon, Microsoft, Alibaba (BABA), and Google (GOOG). In public cloud, it has a market share of 6%, which is miniscule compared to Amazon’s 46% market share.

in brief, IBM is following the equal fashion adopted via established electric when it got Baker Hughes or the disastrous $10.3 billion acquisition of Autonomy by using HP in 2011.

A silver lining in all here's that there is a possibility that the deal will no longer shut. within the press observation, IBM observed that it will pay $a hundred ninety for the business. As of this writing, the enterprise is trading at $172, which is 10% lower than the proposed $190. In merger arbitrage, this is a sign that a superb number of investors don’t trust the deal will close.

subsequent Elephant within the Room: Debt

The crimson Hat acquisition is the first among many challenges I didn't handle in my previous article. This deal besides the fact that children items IBM with a steadiness sheet issue. To finance the all-money transaction, IBM will need to raise additional debt.

earlier than the deal is closed, IBM has a debt to equity ratio of 2.372, which is better than that of the friends outlined above. Microsoft, Oracle, Apple, and Cisco have a debt to GDP ratio of 0.8867, 1.527, 1.068, and nil.fifty nine respectively. Their ordinary is 1.01. therefore, this will worsen when the enterprise concerns more debt to finance the acquisition.

this could now not be a problem for an organization it truly is becoming. unluckily, as I wrote earlier than, the company’s boom has slowed, revenues are declining, and the big bets on Watson aren't understanding. because it has been mentioned, many Watson customers are thinking of scaling down.

As you remember, IBM under Rometty has become a huge fiscal engineering company. To enrich self assurance out there, the enterprise has borrowed closely to finance buybacks. in the past ten years, the company has spent more than $forty billion in share buybacks. The chart beneath shows the cutting back share counts for the company during the past ten years.

evaluate this with the boom in long-time period debt as proven below.

In different phrases, the deal via IBM to acquire pink Hat will dramatically raise its debt besides the fact that RHT’s free cash flow is increasing. this could possible result in decreased dividends. definitely, on account of the acquisition, the business has introduced that it's going to halt the buybacks in 2020. for this reason, it's going to halt buybacks to finance a deal I accept as true with will now not help it in future. Couple all this with the hefty $18 billion pension liability which is better than that of similar agencies.

IBM may also be Saved

in this article, I have unnoticed different issues that I raised in the outdated article. These concerns encompass the slowing growth, thinning margins, and the accelerated competitors from companies like Alibaba, Amazon, and Google.

whereas things look dark for IBM, I trust that it can be saved. different old technology businesses have all been in an identical circumstance like IBM and recovered. earlier than Satya Nadella, Microsoft changed into demise. in a similar way, earlier than Steve Jobs, Apple became demise.

a pretty good vicinity for IBM to delivery is to appreciate that it is in quandary. After this, it would start through setting up the cause of the issue. I agree with that the reason for IBM’s complications turned into its lateness within the cloud computing industry. This prolong allowed Amazon and different companies to enter the business and purchase customers. In cloud, the churn expense is so low that when a company acquires a consumer, it may be sure that the business will no longer defect to its competitors.

next, as with other tech organizations which have recovered, IBM may still agree with changing its management. The fact is that Verginia Rometty has not been a very good CEO. under her leadership, the company’s inventory has declined by greater than 30% as proven beneath. at the equal time, she has been paid more than $one hundred twenty million. If Rometty has not modified the company in 6+ years, what makes the board assured that she can turn it around in future?

next, as mentioned above, IBM should believe giving up the acquisition of pink Hat. whereas this can entice a hefty divorce invoice, it will be price than the disaster that awaits if the deal goes on. be aware that eighty three% of all M&A offers fail and there's no reason why this could prevail. To be clear, IBM will need to make acquisitions to compete with Amazon. in reality, with the $34 billion, the enterprise could make choice investments. for example, it could possibly spend about $three billion to acquire a corporation like field (container) that counts sixty one% of Fortune 500 businesses as customers.

more advantageous, it may possibly use its ventures arm to invest in small startups in an identical approach that Google has finished it with Google Ventures. As shown beneath, IBM Ventures has now not made any significant investments within the fresh previous.

supply: Crunchbase

finally, IBM may still accept as true with divesting its international company solutions (GBS) section. here's a phase that gives consulting, application management, and global technique capabilities. In 2017, the section generated $16.38 billion in revenues, which become lower than $sixteen.7 billion in 2016. The segment’s margins are the least among the different segments.

The gross margins are 25%. here's almost corresponding to different companies within the sector like Accenture (CAN), Wipro (WIT), and Cognizant applied sciences (CTSH) which have gross margins of 30%, 30%, and 39%. for this reason, on a sum-of materials groundwork, this section on my own can be worth greater than $30 billion when you evaluate it with its peers.

it's estimated that GBS has more than 120K personnel. therefore, divesting the section will help the business reduce the headcount and improve margins.

last thoughts

IBM’s inventory has persisted to say no after the announcement of the crimson Hat acquisition. As I actually have defined, the company continues to face predominant headwinds for you to seemingly take it decrease. besides the fact that children, I consider that the directors can serve the company well via getting out of the RHT deal and discovering enhanced acquisition targets, changing the CEO, investing in early stage cloud organizations via IBM Ventures arm, and diversifying the world enterprise functions arm.

Disclosure: i am/we're long AAPL, field.

I wrote this article myself, and it expresses my very own opinions. i'm not receiving compensation for it (aside from from looking for Alpha). I don't have any enterprise relationship with any enterprise whose inventory is mentioned in this article.


IBM RedPaper – integrated Virtualization supervisor on IBM gadget p5 | killexams.com Real Questions and Pass4sure dumps

The IBM digital I/O Server edition 1.2 provided a hardware administration function referred to as the built-in Virtualization supervisor (IVM). It handled the partition configuration on chosen IBM system p5, IBM eServer p5, and IBM OpenPower methods with out the want for committed hardware, akin to a Hardware administration Console. The newest edition of VIOS, 1.three.0.0, adds a few new services, corresponding to aid for dynamic logical partitioning for reminiscence and processors in managed systems, project manager computer screen for long-working tasks, safety additions similar to viosecure and firewall, and other advancements.

The integrated Virtualization supervisor enables a more within your means solution for consolidation of multiple partitions onto a single server. With its intuitive, browser-based interface, the integrated Virtualization manager is convenient to make use of and drastically reduces the time and effort required to control digital instruments and partitions.

This IBM Redpaper offers an introduction to the integrated Virtualization manager, describing its architecture and showing the way to set up and configure a partitioned server the usage of its capabilities.

table of Contents:

Chapter 1. OverviewChapter 2. InstallationChapter 3. Logical partition creationChapter 4. superior configurationChapter 5. MaintenanceAppendix A. IVM and HMC feature summaryAppendix B. device requirements

DABCC DABCC.com, the realm chief in sharing the finest Virtualization & Cloud news and assist supplies. #Citrix, #VMware, #Microsoft, #Mobility and an awful lot more! delivered to you via @douglasabrown & group!

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000-P03 exam Dumps Source : System p5 Technical Mastery test

Test Code : 000-P03
Test Name : System p5 Technical Mastery test
Vendor Name : IBM
Q&A : 76 Real Questions

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State Working On New Rating System For Schools That Goes Beyond Test Scores | killexams.com real questions and Pass4sure dumps

State officials are seeking to broaden the measurement of school performance, often criticized for over-reliance on test scores, to include the arts, civics, physical fitness, attendance, and even qualities such as student persistence and personal development.

The new approach is still in the development stages, but state officials want to complete it in time to submit it for approval to the U.S. Department of Education by the end of March, part of the state's request to renew its waiver to the No Child Left Behind Act, another system of school measurement.

If all goes as planned, the new system would begin to be rolled out in June.

Departing state Education Commissioner Stefan Pryor briefed the State Board of Education on the accountability plan Dec. 3.

"We ought to aim for less testing and more instruction in our schools," Pryor said. "A well-rounded education involves not just literacy and numeracy. As we look to hold schools accountable, we really ought to think about what schools should be designed to do."

Board of Education Chairman Allan Taylor said that "teaching kids involves, necessarily, English, language arts and mathematics, but it goes way beyond that in what equips them to be happy, productive, people and contributing citizens. That requires a much broader education."

"This is music to my ears," said Estela Lopez, another board member, noting that she thinks a more comprehensive accountability system will provide more "meaningful data about the impact schools have on children."

The efforts to broaden the rating system comes at the close of a year in which many teachers, parents and legislators have complained that education reforms in recent years have resulted in too much testing.

"Exploring different ways of evaluating schools other than test scores is obviously something that we would look favorably on," said Mark Waxenberg, executive director of the state's largest teachers union, the Connecticut Education Association. "It's not all about the test. It's about the whole picture of what goes on in classrooms, schools and districts."

To have a school evaluated solely on its test scores is "not only an incomplete picture, it's an inaccurate one."

Joseph Cirasuolo, executive director of the Connecticut Association of Public School Superintendents, said the proposed new system would be "a major step in the right direction." He said that educators have too often zeroed in only on test scores as a measure of a school's performance. "That data is important, but it's not the whole story," Cirasuolo said.

He likened it to having a doctor base a diagnosis only on blood pressure readings. "You need to take the blood pressure, but you need other things, too. I think the technical term is holistic.

"This is not just Connecticut, this is a national conversation, if not international, all moving in the direction of using multiple measures to determine the quality of a school and school district."

Kirsten Taylor Carr, program director for accountability at the national Council of Chief State School Officers, said states have been taking steps to make their school accountability systems "a little more nuanced."

Evolution Of Accountability

Accountability systems evolved from before the 1980s, when a school's performance was based on monitoring expenditures and compliance.

In the 1980s, in response to landmark federal reports like "A Nation at Risk," the state developed the Connecticut Mastery Test, which it used for decades to chart the progress of students and the success of schools.

In 2001, those tests took on added weight when the No Child Left Behind Act required that students make "adequate yearly progress" on standardized tests each year, or the school district or school would face an escalating series of consequences that could lead to loss of federal funding.

But No Child Left Behind had goals that were unreachable by states, including the requirement that all children perform at grade level on standardized tests by 2014.

So, in 2012, Connecticut and many other states obtained waivers to the federal act, substituting their own accountability plans which had had to be approved by the federal government.

In Connecticut, that accountability system has relied on standardized test scores to determine a "performance index" for each school and district.

Depending on that index figure and graduation rates, a school would be identified on a scale from high-performing to "turnaround" and "focus" schools that qualify for more state funding and support to improve them.

But complaints about the test-centered approach have been myriad, ranging from criticism that it has taken the joy out of learning for children to observations that it narrows the curriculum to focus just on those subjects that will be tested.

Educators also complained that the system didn't take into account improvements such as better attendance or the personal development of a child.

Pryor, in his remarks to the State Board of Education, described a wide variety of elements that could be used in addition to standardized test scores to determine whether a school is producing students who are ready for college and career.

For instance, he said the number of Advanced Placement classes available and the number of students enrolled in them could figure into a school's rating. Also to be considered are the number of students who go on to college or other post-secondary programs and complete them.

Pryor, who plans to step down as commissioner by early January, has long talked about the importance of civics, the arts and physical fitness, but he noted that it's important to consider how the strength of those programs will be measured.

"How do we ensure that, when we speak of the arts, we are not imposing onerous new testing as a way to ensure that a school is designed to provide experiences in the arts?" Pryor asked. "At the same time, how do we ensure that it's getting done? It's a challenging question … that will linger well beyond my tenure."

Even harder to measure would be the personal development of students. Pryor said the importance of that is "increasingly acknowledged in the literature and more importantly by teachers…"

"A youngster achieves in school in part by mastering knowledge that's important in the classroom, but there's an intangible aspect to accomplishment, which involves grit, which involves persistence, which involves personal development," Pryor said.

"How can a school foster these qualities? And how might they be measured and should they be measured? Those are profound questions."


MARK HUGHES COBB: If you liked 'First Man,' try 'The Right Stuff' | killexams.com real questions and Pass4sure dumps

"First Man" was kind of sweet, and interesting. Some fine acting, and a nice personal perspective.

But what it really did for me was to underline again the astounding accomplishments of Philip Kaufman's "The Right Stuff." It has all the heart of "First Man," but also expands to make room for real humor, some of it pitch-dark, some light as sun, along with earned pathos, a broader — epic — perspective, and generally a subtlety and beauty that "First Man" can't come close to emulating, even at 2 1/2 hours long.

When "The Right Stuff" came out — in 1983, which is part of what makes the film remarkable; astounding flight and technical sequences achieved without 21st-century tech — it was released with an intermission, because at 3 hours 13, it was said to be long. But it never felt that way. Kaufman's mastery was such that there didn't seem to be a single unnecessary frame.

Wish I could say the same about "First Man," which, despite covering some of the same era and ideas, dragged throughout, and too often seemed heavy-handed and maudlin (especially in one not-from-real-life moment that didn't work the way filmmakers thought it might; hard to imagine what the buttoned-up Neil Armstrong would have thought about such an obvious jerk at your tears). Part of the problem is that Armstrong was such a quiet, humble engineer of a guy that director Damien Chazelle seems compelled to gin up an emotional through-line, leaden and forced. And while Ryan Gosling isn't Keanu-blank, he's only a step or so up, with no sign much is going on up there beyond pausing. It leaves Claire Foy to do the heavy lifting, and boy, is there a lot of acting going on up there.

Another parenthetical: A number of details have been faked for melodramatic effect, or misunderstood. Astronauts weren't jittering like beans in a boxcar on takeoff. The capsule interiors were sparkling clean, not allowed to get grimy, for safety reasons. Astronauts wouldn't have had a clear view of the launch from the ground, as windows were covered in earlier moments by either the launch escape system or third-stage cowling. In a fit of pique, Armstrong guns off in a beat-up old Chevy Impala, or something like it, when General Motors had famously loaned or leased the astronauts new Corvettes, for promotional value. Buzz Aldrin wasn't bald, at the time of Apollo 11. During the horrific pre-launch-test fire that killed Gus Grissom, Ed White and Roger Chaffee, the filmmakers made it appear no one on the massive crew was outside the hatch, frantically trying to pry the guys out, which of course they were ... and so on.

And ... utterly off filming goofs. The NASA lettering on the X-15 changes freaking colors, from yellow to black, from one scene to the next. Armstrong and Scott change seats in the Gemini flight, with no explanation why they'd attempt such an awkward maneuver in closely confined quarters. They put the wrong year on Armstrong's X-15 flight: It was April 20, 1962, not 1961.

You'd think a movie trying to pay homage to engineers as well as flyboys would have paid closer attention to detail.

What I'm saying is, if you liked "First Man," and there are some legit emotional reasons to do so — if Chazelle had gotten out of his own way, the story and characters alone could have done it just fine; a documentary approach would have been equally, if not more, compelling — do yourself a favor and find a copy of 35-year-old "The Right Stuff." It'll blow your mind.

Reach Tusk Editor Mark Hughes Cobb at mark.cobb@tuscaloosanews.com or 205-722-0201.


Why is Singapore’s school system so successful, and is it a model for the West? | killexams.com real questions and Pass4sure dumps

For more than a decade, Singapore, along with South Korea, Taiwan, Japan, Shanghai, Hong Kong and Finland, has been at or near the top of international leagues tables that measure children’s ability in reading, maths and science. This has led to a considerable sense of achievement in Finland and East Asia and endless hand-wringing and head-scratching in the West.

What then do Singaporean teachers do in classrooms that is so special, bearing in mind that there are substantial differences in classroom practices between – as well as within – the top-performing countries? What are the particular strengths of Singapore’s instructional regime that helps it perform so well? What are its limits and constraints?

Is it the right model for countries seeking to prepare students properly for the complex demands of 21st century knowledge economies and institutional environments more generally? Is Singapore’s teaching system transferable to other countries? Or is its success so dependent on very specific institutional and cultural factors unique to Singapore that it is folly to imagine that it might be reproduced elsewhere?

Singapore’s instructional regime

In general, classroom instruction in Singapore is highly-scripted and uniform across all levels and subjects. Teaching is coherent, fit-for-purpose and pragmatic, drawing on a range of pedagogical traditions, both Eastern and Western.

As such, teaching in Singapore primarily focuses on coverage of the curriculum, the transmission of factual and procedural knowledge, and preparing students for end-of-semester and national high stakes examinations.

And because they do, teachers rely heavily on textbooks, worksheets, worked examples and lots of drill and practice. They also strongly emphasise mastery of specific procedures and the ability to represent problems clearly, especially in mathematics. Classroom talk is teacher-dominated and generally avoids extended discussion.

Intriguingly, Singaporean teachers only make limited use of “high leverage” or unusually effective teaching practices that contemporary educational research (at least in the West) regards as critical to the development of conceptual understanding and “learning how to learn”.

For example, teachers only make limited use of checking a student’s prior knowledge or communicating learning goals and achievement standards. In addition, while teachers monitor student learning and provide feedback and learning support to students, they largely do so in ways that focus on whether or not students know the right answer, rather than on their level of understanding.

So Singapore’s teaching regime is one primarily focused on the transmission of conventional curriculum knowledge and examination performance. And clearly it is highly-effective, helping to generate outstanding results in international assessments Trends in International Mathematics and Science Study (TIMSS) and the OECD’s Programme for International Student Assessment (PISA).

The logic of teaching in Singapore

Singapore’s education system is the product of a distinctive, even unique, set of historical, institutional and cultural influences. These factors go a long way to help explain why the educational system is especially effective in the current assessment environment, but it also limits how transferable it is to other countries.

Over time, Singapore has developed a powerful set of institutional arrangements that shape its instructional regime. Singapore has developed an education system which is centralised (despite significant decentralisation of authority in recent years), integrated, coherent and well-funded. It is also relatively flexible and expert-led.

In addition, Singapore’s institutional arrangements is characterised by a prescribed national curriculum. National high stakes examinations at the end of primary and secondary schooling stream students according to their exam performance and, crucially, prompt teachers to emphasise coverage of the curriculum and teaching to the test. The alignment of curriculum, assessment and instruction is exceptionally strong.

High stakes for both students and teachers. Frans & all, CC BY-NC

Beyond this, the institutional environment incorporates top-down forms of teacher accountability based on student performance (although this is changing), that reinforces curriculum coverage and teaching to the test. Major government commitments to educational research (£109m between 2003-2017) and knowledge management are designed to support evidence-based policy making. Finally, Singapore is strongly committed to capacity building at all levels of the system, especially the selection, training and professional development of principals and teachers.

Singapore’s instructional regime and institutional arrangements are also supported by a range of cultural orientations that underwrites, sanctions and reproduces the instructional regime. At the most general level, these include a broad commitment to a nation-building narrative of meritocratic achievement and social stratification, ethnic pluralism, collective values and social cohesion, a strong, activist state and economic growth.

In addition, parents, students, teachers and policy makers share a highly positive but rigorously instrumentalist view of the value of education at the individual level. Students are generally compliant and classrooms orderly.

Importantly, teachers also broadly share an authoritative vernacular or “folk pedagogy” that shapes understandings across the system regarding the nature of teaching and learning. These include that “teaching is talking and learning is listening”, authority is “hierarchical and bureaucratic”, assessment is “summative”, knowledge is “factual and procedural,” and classroom talk is teacher-dominated and “performative”.

Clearly, Singapore’s unique configuration of historical experience, instruction, institutional arrangements and cultural beliefs has produced an exceptionally effective and successful system. But its uniqueness also renders its portability limited. But there is much that other jurisdictions can learn about the limits and possibilities of their own systems from an extended interrogation of the Singapore model.

At the same time it is also important to recognise that the Singapore model is not without its limits. It generates a range of substantial opportunity costs, and it constrains (without preventing) the capacity of the system for substantial and sustainable reform. Other systems, contemplating borrowing from Singapore, would do well to keep these in mind.

Reforming the Singapore model

The Asian financial crisis of the late 1990s challenged policy makers to take a long hard look at the educational system that they developed, and ever since they have been acutely aware that the pedagogical model that had propelled Singapore to the top of international leagues table is not appropriately designed to prepare young people for the complex demands of globalisation and 21st knowledge economies.

By 2004-5, Singapore’s government had more or less identified the kind of pedagogical framework it wanted to work towards, and called it Teach Less, Learn More. This framework urged teachers to focus on the “quality” of learning and the incorporation of technology into classrooms and not just the “quantity” of learning and exam preparation.

While substantial progress has been made, the government has found rolling-out and implementing these reforms something of a challenge. In particular, instructional practices proved well entrenched and difficult to change in a substantial and sustainable way.

This was in part because the institutional rules that govern classroom pedagogy were not altered in ways that would support the proposed changes to classroom teaching. As a consequence, well-established institutional rules have continued to drive teachers to teach in ways that prioritise coverage of the curriculum, knowledge transmission and teaching to the test over “the quality” of learning, or to adopt high-leverage instructional practices.

Indeed, teachers do so for good reason, since statistical modelling of the relationship between instructional practices and student learning indicates that traditional and direct instructional techniques are much better at predicting student achievement than high leverage instructional practices, given the nature of the tasks students are assessed on.

Not the least of the lessons of these findings is that teachers in Singapore are unlikely to cease teaching to the test until and unless a range of conditions are met. These include that the nature of the assessment tasks will need to change in ways that encourages teachers to teacher differently. Above all, new kinds of assessment tasks that focus on the quality of student understanding are likely to encourage teachers to design instructional tasks. These can provide rich opportunities to learn and encourage high-quality knowledge work.

The national high stakes assessment system should also incorporate a moderated, school-based component that allows teachers to design tasks that encourage deeper learning rather than just “exam learning”.

The national curriculum should allow substantial levels of teacher mediation at the school and classroom level. This needs to have clearly specified priorities and principles, backed up by substantial commitments to authentic, in-situ, forms of professional development that provide rich opportunities for modelling, mentoring and coaching.

Finally, the teacher evaluation system needs to rely far more substantially on accountability systems that acknowledge the importance of peer judgement, and a broader range of teacher capacities and valuable student outcomes than the current assessment regime currently does.

Meanwhile, teachers will continue to bear the existential burden of managing an ongoing tension between what, professionally speaking, many of them consider good teaching, and what, institutionally speaking, they recognise is responsible teaching.

One of the central challenges confronting the Ministry of Education in Singapore is to reconcile good and responsible teaching. But the ministry is clearly determined to bed-down a pedagogy capable of meeting the demands of 21st century institutional environments, particularly developing student capacity to engage in complex knowledge work within and across subject domains.

The technical, cultural, institutional and political challenges of doing so are daunting. However, given the quality of leadership across all levels of the system, and Singapore’s willingess to grant considerable pedagogical authority to teachers while providing clear guidance as to priorities, I have no doubt it will succeed. But it will do so on its own terms and in ways that achieve a sustainable balance of knowledge transmission and knowledge-building pedagogies that doesn’t seriously compromise the overall performativity of the system.

It is already clear that the government is willing to tweak once sacred cows, including the national high stakes exams and streaming systems. However, it has yet to tackle the perverse effects of streaming on classroom composition and student achievement that continues to overwhelm instructional effects in statistical modelling of student achievement.

Towards a knowledge building pedagogy

Singapore’s experience and its current efforts to improve the quality of teaching and learning do have important, if ironic, implications for systems that hope to emulate its success.

This is especially true of those jurisdictions – I have in mind England and Australia especially – where conservative governments have embarked on ideologically driven crusades to demand more direct instruction of (Western) canonical knowledge, demanding more testing and high stakes assessments of students, and imposing more intensive top-down performance regimes on teachers.

In my view, this is profoundly and deeply mistaken. It is also more than a little ironic given the reform direction Singapore has mapped out for itself over the past decade. The essential challenge facing Western jurisdictions is not so much to mimic East Asian instructional regimes, but to develop a more balanced pedagogy that focuses not just on knowledge transmission and exam performance, but on teaching that requires students to engage in subject-specific knowledge building.

Knowledge building pedagogies recognise the value of established knowledge, but also insist that students need to be able to do knowledge work as well as learning about established knowledge. Above all, this means students should acquire the ability to recognise, generate, represent, communicate, deliberate, interrogate, validate and apply knowledge claims in light of established norms in key subject domains.

In the long run, this will do far more for individual and national well-being, including supporting development of a vibrant and successful knowledge economy, than a regressive quest for top billing in international assessments or indulging in witless “culture wars” against modernity and emergent, not to mention long-established, liberal democratic values.



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