In this concluding chapter we discuss how policy, programmatic and classroom curricula reflect, on the one hand, global features and tendencies, and on the other, distinct national traditions and practices. Through this examination, we relate what has been happening in Singapore to what has been happening in the world in terms of curriculum reform and globalization, and make clear how curriculum reform policy, curriculum development, and classroom enactment in Singapore have responded to globalization in distinctive ways. We conclude by identifying a set of issues, problems, and challenges that not only concern policymakers and reformers in Singapore but (which we believe) would be generally useful for policymakers, educators, and researchers in other countries
