Guide For Filling Up Application Form 2016
National Institute of Education
MOE ACADEMIES FUND GUIDE
Office of Education Research
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17 Oct 2016 - Office of Education Research (OER), NIE
Contents
1.
ADMINISTRATIVE DETAILS .......................................................................................................3
2.
PROJECT TEAM ........................................................................................................................4
3.
ABSTRACT AND KEYWORDS .....................................................................................................6
4a. OBJECTIVES OF THE RESEARCH PROJECT ..................................................................................6
4b. RESEARCH QUESTIONS ............................................................................................................6
4c. MAIN DELIVERABLES/ RESEARCH OUTCOMES ..........................................................................7
4d. NOMINATION OF REVIEWERS..................................................................................................8
5a. MAIN DELIVERABLES/DEVELOPMENT OUTCOMES ....................................................................9
5c. DESCRIPTION OF THE DEVELOPMENT ..................................................................................... 10
5d. EVALUATION METHOD OF THE DEVELOPMENT OUTCOMES .................................................. 11
6.
VALUES / BENEFITS................................................................................................................ 11
7.
CASE FOR SUPPORT .............................................................................................................. 12
8.
DECLARATION & SIGN OFF ..................................................................................................... 12
APPENDIX A ........................................................................................................................... 13
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GUIDE FOR FILLING UP APPLICATION FORM
The project proposal comprises eight sections: Sections 1 to 8. Please note that incomplete proposals
will not be accepted for evaluation.
The Application for MOE Academies Fund Form (OERRG3A) contains tooltips which you can activate by
moving your mouse over the relevant terms when you see an information logo .
Note: Information in the MOE Academies Fund Application Form (OERRG3A) which is marked in grey is only
applicable to Principal Investigators (PIs) who are NIE faculty.
PART I: DETAILS OF PROJECT TEAM
1. ADMINISTRATIVE DETAILS
Primary Niche Area and Secondary Niche Area(s)
Select one Primary Niche Area that best reflects the Research Study and Secondary Niche Area(s)
that may apply to your study. Secondary Niche Area(s) is a multiple selection. Please select
maximum of 2. Please refer to Appendix A for a list of possible keywords to describe the area of
focus of your project (called “niche area”).
Project Budget
Projects are categorized into three different Tiers based on the overall project budget. Please
indicate which Tier your project falls under.
Tier
1
2
3
Amount
< $100K
Between $100K and ≤ $250K (inclusive)
> $250K
Table 1
Previously Funded SUG Project
If the application of the project proposal is resulted from research carried out in a previously funded
OER SUG project, please provide details on the major research outcomes and published outputs of
previously-funded projects in a separate document and attach it together with the grant application.
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Types of Application
There are two types of applications, namely, “New” and “Resubmission”.
Type of Application
New
Description
A new application refers to project proposal that are recently or newly
written.
Resubmission
A resubmission application refers to project proposal that was
recommended for revision in the previous grant call.
If there is a substantial
change to the resubmitted
proposal, for example, a
change in methodology and
research questions, PI may
wish to consider submitting
the proposal as a new
application.
For ‘Resubmission’ cases, please provide a covering letter or statement
that describes and explains the changes made to the proposal in direct
response to the comments made in the previous round. Please use the
‘Response to Committee’ template below. This can be done in a table or
numbered list. Please be detailed and explicit.
Response to
committee template.doc
In a resubmission case, the proposal would be sent to the same
reviewers, if possible. A summary of the amendments to the proposal
facilitate reviewers during the evaluation process.
Table 2
2. PROJECT TEAM
Details and Project Commitment
Provide the particulars of Project Team Members. For more details, you may wish to refer to the
table below for the roles of the Principal Investigator, Co-Principal Investigators, Collaborators and
Consultants.
Each team member is to indicate his/her job scope and the number of hours committed on the
project. Each OER/NIE project team member on research track is allowed no more than 35 hours of
time committed to projects [on-going and all current submission(s)] per week. PIs, co-PIs and
collaborators should carefully consider the expected workload when listing the number of hours for
each person’s contribution
PIs and co-PIs from the NIE faculty who have approved projects are eligible for buy-out and have
teaching relief within their Academic Groups. The contribution is based on number of hours per
week the team members contribute to the project. The number of hours is based on 4 hours or
multiple of 4 hours for each team member e.g. 4 hours per week and 8 hours per week.
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Collaborators, who are NIE staff members, are not expected to spend more than 4 hours per week
on the project. Please note again that since there is no resource allocation for collaborators, they
are not entitled to buy-out. Non NIE PI and co-PI are also not eligible for buy-out.
Please note the followings:

PIs of IHLs are required to have at least a doctoral degree (PhD).

The inclusion of an internal Co-PI is mandatory for all proposals so as to ensure continuity
of the project should the PI be unable to continue.

Research Fellows and Research Associates are employed through the project and as such
they cannot be considered as Co-PIs by virtue of their employment.

PIs of IHLs are advised to include an office from MOE as co-PI or collaborator. This would
help the PI to obtain support for the project through the Academies.
A CV of each of the Project Team Members, outlining education, work experience, track records in
managing research projects and relevant publications (maximum - 10) must be included in the
application package to be submitted (please use the CV Template available). Individuals are
entitled to list that they are collaborating researchers on particular grants on their CVs. Efforts of
other participants (e.g. listed collaborators and institutional collaborators such as schools, Research
Assistants/Associates / Fellows) should be acknowledged in all reports and publications.
Roles
Principal
Investigators
Descriptions
The PI should play a major role in all aspects of the project. The PI is responsible for
the planning, monitoring and controlling of the project expenses and addressing
budgetary issues. Any request or claims, that involve disbursement of project fund, has
to be approved and endorsed by the PI. The PI is to also ensure the timely submission
of project reports, fulfilment of milestones and deliverables and completion of the
project within the parameters of the grant proposal.
Co-Principal
Investigator
Co-PIs should play a major role in the project. Co-PIs are not allowed to approve or
endorse any request or claims that involve disbursement of project funds, unless they
are delegated in the absence of the PI. The Co-PI may well have equal intellectual rights
and research input. Conference funding, buy-out time, etc., as in the approved proposal
can be shared between the PIs and Co-PIs on a mutually agreed upon basis. Articles
may be co-authored by PIs and Co-PIs as first authors under a mutual agreement.
Collaborator
A collaborator should have a specific, limited or relatively minor role to play in the
project, such as advising on statistics, facilitating access to sites, helping design
instruments, etc.
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Consultant
A consultant is one who has the expertise in the research area. A consultant does not
have an automatic right to use data or findings. He should seek the PI’s approval for use
of project data for publication.
Table 3
Consultant
The consultant named in the proposal is only for indicative purposes and does not constitute a
contract on behalf of OER/NIE/NTU. Please provide clear justification for the inclusion of
consultant(s) (if any). We recommend that the cost of consultant to be kept at a low percentage of
the overall budget. For budget details related to consultants, see OERRG3B.
3. ABSTRACT AND KEYWORDS
Provide an abstract of the project and suggest keywords that characterise the nature of the proposal
(maximum – five keywords). Well-chosen keywords allow readers to easily identify the content and
purpose of the project.
PART II: DETAILS OF THE PROJECT
If you have indicated that your project is a


RESEARCH project in (1d), please fill in Section 4.
DEVELOPMENT project in (1d), please skip Section 4, and fill in Section 5.
SECTION 4: APPLICABLE FOR RESEARCH PROJECT ONLY
4a. OBJECTIVES OF THE RESEARCH PROJECT
Describe the objectives clearly and succinctly (maximum - five objectives).
4b. RESEARCH QUESTIONS
List and describe clearly the research questions in order of priority (maximum - five research
questions).
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4c. MAIN DELIVERABLES/ RESEARCH OUTCOMES
List the final outcome(s) expected of the project on completion (maximum – five deliverables),
demonstrating, how they address to the Research Questions stated in the proposal and how they
align to MOE’s and/or your school’s needs. Explicitly indicate how your project will contribute to
improving existing practices or policy in MOE and/or your school.
Examples of deliverables:

Provide a robust and comprehensive system-wide empirical knowledge base on leaders’
and leadership practices that will strengthen NIE’s capacity to better prepare and improve
the quality and professionalism of leaders (and teachers) in the school system, and inform
MOE policy going forward.

Strengthen NIE’s position as the provider of sound leadership development programs to
educational leaders locally and internationally

The findings will guide the design and implementation of responsive professional
development programmes, in partnership with both existing Professional Development
providers and schools, which will have a potential positive impact on music teachers’
classroom practices and student musical learning.

A pedagogical approach that positively affects sensibilities and values relevant to the
challenges of the 21st century
4c. RESEARCH METHODOLOGY
Please refer the table below for the type of study.
Descriptor
Research Type
Baseline
Evaluation
Experimental
Refers to studies that are descriptive and cross-sectional in nature which
usually provide quantitative information on the current status of a particular
situation - on whatever study topic - in a given population.
Refers to studies that assess the worth or effectiveness of new and existing
programmes, procedures and/ or interventions. May focus on the strengths
and weaknesses as well as the overall “outcome(s)” or “change(s)”.
Refers to studies that manipulate conditions for the purpose of determining
their effects on behaviour and to identify cause-and-effect relationships
between variables. Most experimental research in education are quasiexperiments because researchers cannot exercise laboratory controls in
natural-world settings or randomly assign subjects in schools.
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Exploratory
Intervention
Refers to studies that investigate a problem or situation of which little
information is available in order to gain better understanding and insights to
the problem or situation.
Refers to studies that include systematic change in conditions or procedures,
or the manipulations of the subject or the subject's environment to determine
the effects on capacity, skill, or performance.
Scaling Projects involve the efficient implementation of tested ideas in more
sites. For example, a scaling project involves implementing the tested idea in
an increased number of classes or schools in an efficient manner.
Scaling and
Translation
Translational Projects involve the implementation of tested ideas in new
contexts. For example, a translational project could involve implementing an
idea in another level and/or another subject in the same school, and/or
implement it altogether in another school(s), after the idea has been
successfully tested in one subject, in one level and in one school (or the
effectiveness was found out through the literature).
Table 4
Research Site and Participants
Please specify the Research Site by providing information on the collaborating parties / agencies
(including schools). Additional collaborating parties / agencies involved can be attached as
appendices. Indicate NA where not applicable. Provide the details of the participants such as grade,
subjects, type and number of participants. Please note that access to schools is to be negotiated
between PI and participating schools and the approval needs to be sought from MOE before the
start of the project.
4d. NOMINATION OF REVIEWERS
Please propose minimally the following number of external reviewers:
(a) Tier 1 – two reviewers
(b) Tier 2 – three reviewers
(c) Tier 3 – three reviewers
The nominated reviewers should be experts in the area of this research and hold a PhD and the rank
of Associate Professor at the minimum. He/she should not be employed by PI and co-PIs’
institution(s).
It is the prerogative of the review committee to select the most suitable reviewer to evaluate this
proposal. Reviewer with the least conflict of interest with the project team would be invited to
evaluate this proposal. PI is advised to avoid nominating reviewers who are closely associated to
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him/her. Here are examples where PI is closely related to reviewer:




PhD supervisor where the reviewer was the PHD supervisor of the PI.
Publication relationship where the reviewer has co-published with the PI.
Research relationship where the reviewer has collaborated in a research project with the PI.
Former colleague where the reviewer was a former colleague of the PI.
If PI has any type of relationship to reviewer, please specify in application form. Please ensure that
the email addresses provided are valid and up-to-date as they are used to contact the reviewers.
OER reserves the right to consult with the nominated external reviewers and / or appoint its own
panel of reviewers to evaluate the submitted grant application.
SECTION 5: APPLICABLE FOR DEVELOPMENT PROJECT ONLY
5a. MAIN DELIVERABLES/DEVELOPMENT OUTCOMES
List the final outcome(s) expected of the project on completion (maximum – five deliverables),
demonstrating, how they align to MOE’s and/or your school’s needs. Explicitly indicate how your
project will contribute to improving existing practices or policy in MOE and/or your school. These
may refer to deliverables such as framework, IT systems, materials and devices.
Some examples of deliverables:

A clear deliverable is an Excel index/catalogue database containing searchable information
to help researchers filter and select data, including school levels, subjects, topics, number of
units of work and lessons, length of lessons, lessons transcribed etc. that will help
researchers determine if the XXX dataset is useful for their specific purposes.

A unique curriculum for in-service teachers’ Professional Development on teaching local
music traditions. A step in the direction of raising teachers’ professional knowledge and
identity as 21st century music educators.

Localized curriculum guidance will be developed for Singapore teachers based on both
Curriculum 2015 and grounded understanding of the implementation of XXXX in classrooms.
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5c. DESCRIPTION OF THE DEVELOPMENT
Nature of Development
For the purpose of the application of funding of development projects, the following definitions
have been adopted:
i.
Ideation/Proof of Concept Projects involves the development of institutionallysupported, needs-based existing ideas into implementable modalities. For example, an
ideation project could be one which involves the synthesis of existing principles and
theories, and develop them into a framework for your school, e.g. a professional
development framework/toolkit or curriculum materials/packages.
ii.
Translational Projects involve the implementation of tested ideas in new contexts. For
example, a translational project could involve implementing an idea in another level
and/or another subject in the same school, and/or implement it altogether in another
school(s), after the idea has been successfully tested in one subject, in one level and in
one school (or the effectiveness was found out through the literature).
iii.
Scaling Projects involve the efficient implementation of tested ideas in more sites. For
example, a scaling project involves implementing the tested idea in an increased
number of classes or schools in an efficient manner.
iv.
Knowledge Management Projects are those concerned with the processes of
generation, codification, transfer or utilization of knowledge. For example, a knowledge
management development project could entail the development of a system to capture
knowledge so as to facilitate knowledge-based decision making in your school.
Development/ Evaluation Site and Participants
Please specify the Development/ Evaluation Site by providing information on the collaborating
parties / agencies (including schools). Additional collaborating parties / agencies involved can be
attached as appendices. Indicate NA where not applicable. Provide the details of the participants
which include grade, subjects, type and number of participants. Please note that access to schools
is to be negotiated between PI and participating schools and the approval needs to be sought
from MOE before the start of the project.
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5d. EVALUATION METHOD OF THE DEVELOPMENT OUTCOMES
Please indicate the evaluation method and the mode(s) of data collection. In the Case for Support,
provide details of the method of evaluation which have not been captured in this field (refer to
Case for Support Template in the application package).
6.
VALUES / BENEFITS
In the appropriate level below, list the possible impact(s) of the project and potential application(s)
on completion.
Level of Impact
☐
NIE
☐
School
☐
Community
☐
MOE
☐
International
Academic Value
Contributions to
Policy
Contributions to
Practice
Some examples include:
i.
ii.
iii.
iv.
v.
vi.
Sharing with Stakeholders (e.g. MOE, NIE, Schools);
NIE Research Brief Series;
OER Publication (e.g. ReEd, SingTeach, Asia Pacific Journal of Education,
Pedagogies: An International Journal)
MOE Excel Fest;
MOE platforms;
MOE research digest
Please note that item (i) and (ii) are mandatory.
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7.
CASE FOR SUPPORT
For Tiers 1 and 2 Applicants:
Include a Case for Support of no more than 20 A4 typewritten pages - full-sized type font (not Arial
Narrow), font size 10-12, double-spaced, with a margin of at least 2 cm on all sides. There is a
maximum allowance of 4 additional pages for references, appendices and any tables or diagrams.
For Tier 3 Applicants:
Include a Case for Support of no more than 23 A4 typewritten pages, including a write-up that
provides details of the different phases of the proposed project. Descriptions of the aims,
milestones and deliverables for each phase should be included, along with clear and compelling
justifications for the requested budget in each of these phases. There is a maximum allowance of
4 pages including references, appendices and any tables or diagrams.
It is the prerogative of the review committee to reject proposals that do not meet the page limit.
The Case for Support Template can be found in the application package. If you have indicated that
your project is a “RESEARCH” project in (1d) of the Application for MOE Academies Fund Form
(OERRG3A), please refer to Section A of the Case for Support Template for more details. If you
have indicated that your project is a “DEVELOPMENT” project in (1d) of the Application for MOE
Academies Fund Form, please refer to Sections B of the Case for Support Template.
8.
DECLARATION & SIGN OFF
Applicants from Institutes of Higher Learning (IHLs) must obtain support from the MOE
Academies/ Language Centres/ Professional Divisions/ Corporate Research Office before
submitting the proposal. All applicants must adhere to the Personal Data Protection Act.
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APPENDIX A
RESEARCH PROGRAMMES AND NICHE AREAS
RESEARCH PROGRAMMES
NICHE AREAS
Applied Cognitive Development
Motivational Studies
Learner's Social and Cognitive
Development
Children at Risk (Disability)
Children at Risk (Low Progress Learners)
Preschool / Early Childhood Education
Mathematics
Science
Character and Citizenship / Values Education
Humanities
Sports
Arts and Music
English Language and Mother Tongue Languages
Curriculum and Instruction
Bilingual and Biliteracy Development
Assessment
Creativity and 21st Century Competencies
Play/Game-based Learning
Student-generated Design
ICT Integration
Seamless Learning
Media, Multimodality and Learning
Teacher Learning and Professional
Development
Leadership, Organisation and System
Teacher Education
Teacher Learning and Professional Development
Leadership and School Organisation
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Studies
Education and Broader Environment
System Studies Pedagogies and Educational Outcomes – CORE
Research Program
International Benchmarking
Scaling, Translation and Knowledge
Management
International and Comparative Studies
Scaling and Translation
Knowledge Management
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