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Lim-Ratnam, Christina
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The world is changing and becoming increasingly competitive. Not only is the pressure on schools to develop skills like innovation and critical thinking, but there is also a push for schools to develop in students other competencies needed for the 21st Century, such as the social skills of collaboration, which is seen as important given the fact that in our modern economies, working in teams is a need in most industries. To address this concern, Singapore implemented Project Work at the Junior College level and made it a compulsory subject for all JC students. The aim of Project Work is to “provide candidates with the opportunity to synthesise knowledge from various areas of learning, and critically and creatively apply it to real life situations” (SEAB, 2016). However, both teachers and students have undergone a great deal of stress and anxiety because of this subject. The situation seemed to reach breaking point when, in 2011, a group of teachers released an open-letter to the Education Minister to make their concerns and anxiety known. In order to better understand the situation, this study used Stufflebeam’s (2013) Context-Input-Process-Product (CIPP) evaluation model, together with Stake’s (1967) Countenance model, to better understand the problems and the benefits linked to the A-Level Project Work. This study found that while there were good intentions to take the nation forward, what cannot be taken lightly is the deeply rooted culture in Singapore that has placed great emphasis on high-stakes examinations. What can be concluded from this study is that the focus on the process, initiated by the implementation of Project Work, has met with high resistance from an old culture that was so fixated on the product. To move forward, this culture needs to be addressed and it will take more than just teachers to do so.
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LB1027.43 Tan
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Appears in Collections:Master of Education

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