Future Developments
Apart from the above recommendations, certain issues have
emerged from the study that deserve further investigation. The study has
not fully explored how far the schools are confident and competent in implementing
the four key tasks as entry points/means for achieving the learning goals
and targets. In view of the importance of the four key tasks, it may be desirable
to conduct further research into the experience of schools in implementing
them, in order to identify good practices, so that schools can learn from
one another.
As reflected in the findings for some KLAs, respondents with longer
years of teaching experience tended to report lower levels of perceived
benefit to students. i.e. the improvements in communication skills, creativity,
critical thinking skills, etc. It is worth exploring whether this is
because the more experienced teachers generally see little or no improvement
in student performance, or whether they are simply more sceptical than
less experienced teachers about the benefits of the curriculum reform.
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