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School-based curriculum development in Singapore: Bottom-up perspectives of a top-down policy

URI
https://hdl.handle.net/10497/14392
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Type
Article
Files
 CP-31-1-51.pdf (1.18 MB)
Citation
Leong, K. L., Sim, J. B. Y., & Chua, S. H. (2011). School-based curriculum development in Singapore: Bottom-up perspectives of a top-down policy. Curriculum Perspectives, 31(1), 51-61.
Author
Leong, Kai Ling
•
Sim, Jasmine Boon-Yee 
•
Chua, Seok Hong
Abstract
Globalisation has generated an impetus for educational reforms in many countries to ensure economic survival. Singapore's Ministry of Education is encouraging innovation at the parochial level through school-based curriculum development (SBCD). This phenomenon has been well researched in countries with a tradition of decentralisation but, as it appears antithetical to Singapore's entralised system, specific research targeting the local situation is required. Using a case study approach, this research explores teachers' perspectives of their roles in SBCD and the challenges faced. Findings suggest that a form of SBCD can occur without total autonomy and that the difficulties encountered are consistent with existing literature.
Keywords
  • School-based curricul...

  • Teachers' perspective...

Date Issued
2011
Publisher
Australian Curriculum Studies Association
Journal
Curriculum Perspectives
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