ABSTRACT
Leading change in public organizations is considerably complex when the business of government is about achieving medium- and long-term results which are often not immediately obvious or measurable. Education in post-war Singapore was fragmented. The British encouraged the growth of English-stream schools by setting up a handful of primary and secondary schools which were largely attended by those who could afford it. The future and performance of the education system was dependent on how teachers and educational experts take ownership of the system and allow innovation to drive their profession. In 2002, the National Institute of Education began to develop research capability in areas of high impact, namely mathematics and science literacy, language literacy and info-communications technology. Educational flexibility was increased when Ministry of Education (MOE) made several enhancements in the secondary school landscape.
