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.