A taste of the real world

PROJECT Work gives students a taste of what life in the real world is like.

Working professionals are often assigned a problem, put into a team and expected to find a solution quickly - however vague or complex the issue is.

That is precisely the kind of opportunity Project Work provides students, albeit in a slightly more forgiving environment.

Students are given basic project guidelines and the flexibility to apply critical thinking and analytical skills to the task at hand.

Those who focus on the process of problem-solving, rather than the grades they are going to get, are the ones who will derive the most benefit.

After all, in the working world, there are no workbooks, suggested essay plans or pat solutions at hand. It's good that students learn that for themselves.

Andre Oei, 21, is a final-year government and economics student at the London School of Economics.

Learning to push ideas

SUPPORTERS of Project Work argue that its competitive grading criteria, such as

originality of argument, help ensure a top-quality end product.

That is true - if students come up with fresh and innovative ideas for their projects. Instead, a common practice I found was that team members tend to use old project material as reference.

Perhaps the spotlight on Project Work can be widened in the areas of innovative ideas, risk-taking behaviour and attitude towards teamwork.

Students who re-use past material, knowing that it will get them good grades, should be discouraged.

After all, when it comes to the big projects in life, it is the small things that matter most.

Alicia Ng, 23, is a final-year accountancy student at the Singapore Management University (SMU).

Make it an elective

PROJECT Work is compulsory for A-level students.

But while local universities consider applicants' Project Work grade in their course admission criteria, most overseas universities ignore it.

Today, work and education opportunities are global in nature. More students are looking to study overseas.

Currently, a student's time is divided thinly between studying and participating in co-curricular activities in and outside school.

All of these time-consuming activities are necessary performance markers for admission to any tertiary-level academic institution.

Project Work requires students to set aside even more time for meetings and research - time which could have been invested in activities that have a more direct impact on one's prospects.

I propose that Project Work be an elective subject, offered to those who intend to study at local universities.

That way, students can decide for themselves how best to use their time, and make their own academic decisions that will shape their future.

Shaun Matthew Niyo-Ramdas is a second-year student at Millennia Institute.

Value the experience

AFTER receiving a good grade in my Project Work module, I was hopeful that it would have some bearing on my university prospects.

But only one out of three Australian universities I applied to considered my Project Work grade.

Nevertheless, my experience of working as a group leader was an outstanding learning journey in itself.

For one thing, as a leader, I had to earn the respect of my teammates. I had to exercise diplomatic skills to persuade

them to work as a team, and not for themselves.

I learnt how to coordinate often clashing and tight schedules, and the value of effective time management.

It was tiring, managing both the work and the team. But in the end, I ended up valuing the experience more.

I hope that in addition to making it a criterion for local university admission, a student's Project Work performance can also be reflected in school leaving certificates. That way, the grades can be recorded for when it is genuinely valued by employers.

Priscilla Goy, 19, has a place to read arts and social sciences at the National University of Singapore.

Conduct random checks

A NEW marking scheme that takes into account not only the oral presentation and the written report, but also each individual team member's strengths and abilities, is required.

Oral presentations should be assessed by neutral markers, such as Education Ministry officers or maybe even industry leaders, but not internal examiners from the school.

This will allow examiners to assess each member's contribution objectively.

Another grading component that could benefit from some tweaking is the proportion or emphasis given to oral presentations. Currently, it accounts for 40 per cent of the total grade.

Even if eloquent speakers deserve an A for their oral skills, it may not accurately reflect their overall contribution.

Conversely, inarticulate members who stumble through the presentation may have contributed the lion's share in research and report writing.

They are no less crucial, even if less visible, than the other members of the team.

To grade background work, ministry officers can conduct random checks on group discussions and assess team dynamics and individual performance.

Such random checks could provide a better and consistent picture of each student's effort throughout the year.

Perhaps this could help make grading more reflective of an individual's all-round contribution to the project.

Chew Zhi Wen, 21, has a place to read law and economics at NUS.

Developing valuable skills

I ENJOYED Project Work as the lessons were lively and avoided typical 'lecture- tutorial' settings. But there were aspects of it I found challenging.

The examination topics were not rooted in any particular A-level subject.

So when faced with broad topics, such as 'the synergies between charity and education', most of us had difficulty focusing our thoughts.

It did not help that we were not given formal teaching in the subject matter we were dealing with.

Project Work, however, is not without its merits.

Students learn to detect bias inherent in information sources, conduct accurate and thorough research and cite references - all valuable skills for the workforce.

If we are able to incorporate the benefits of the Project Work programme into regular coursework, in subjects such as economics or geography, it would help students immeasurably.

With subject focus, students can then concentrate on developing the soft skills that Project Work promotes.

Eef Gerard Van Emmerik, 19, has a place to read Law at SMU.

This article was first published in The Straits Times on May 19, 2008.