Eight key factors for successful implementation of project learning in schools have been identified in this research by inductive generalization with evidence drawn from both quantitative and qualitative data being triangulated. These eight factors have been grouped into three categories (Initiation, Implementation and Institutionalization).

(I) Initiation

• Supportive External Stimulus

  While the Education Reform starting in 2000 sparked the paradigm shift of teaching and learning, with project learning as one of the key concerns, the Quality Education Fund provided timely fiscal resources as an incentive and encouragement for those schools wishing to embark on the reform journey, especially at the early stage. QEF has also enabled and facilitated tertiary professional agents to work with schools as partners in developing project learning. Support from professional agents (for example: the HKIEd, joint university and school partnership support (CUHK) was perceived by informants as a key promoting factor for project learning.

• Intrinsic Motivation and Readiness for Innovation

  The outstanding exemplary projects in schools were all initiated by school teachers with high motivation towards experiencing the paradigm shift of teaching learning through project learning projects. With such clear vision and desire, the planners and implementers quickly formed a shared commitment of learning-by-doing, sharing extra burdens, seeking professional inputs, risk-taking for the benefit of their children. They became pioneers in project learning although they were not yet fully equipped with the knowledge and skills of project learning. Yet it was exactly this self-acknowledged deficiency that turned into a ferment of trial and learning, and a will to overcome difficulties.

  Recognition of deficiency in knowledge of project learning became the driving force of some project planners who acknowledged past unsuccessful project learning experience and admitted their lack of project learning skills in question design, research methodology as well as facilitating skills. Acquiring project learning leadership skills became a great demand, and teachers looked to tertiary institutions and NGOs for help. With QEF support, these external professional agents filled the teachers’ knowledge gap for implementing project learning in schools.

(II) Implementation

• Strong Core Leadership

  In all the exemplary projects there were leaders who initiated the project and collaborated with peers to move on. These leaders had clear objectives, perseverance, good inter-personal relationships and planning skills all of which enabled the whole team to become a cohesive core leadership. The core team was empowered by the school authority to undertake the project, and within the team there was a good division of labor, sharing of responsibilities and experiences. Teachers from the case study schools pointed out that shared vision and consensus on rationales were important in bolstering up team spirit to work for the benefits of students and in maintaining their high level of participation in the project.

  Project learning requires a paradigm shift in teaching and learning and collaboration among teachers, which challenges what teachers have been doing in their careers. Without teachers’ consensus and support, significant changes could never have been taken place. Project planners clearly attributed the success of implementing a project learning project to strong collaboration and the high team spirit of co-working teachers.

• Clear Planning and Vision

  The core leadership of the twelve exemplary projects had a very focused vision, that is, enabling their pupils to become self-regulated, independent enquirers and collaborative learners according to the rationales of project learning. For this purpose, very effective administrative arrangements were being made, ranging from well designed schedules to learning logs for teachers and pupils.

  All the planners in the case study schools had clear objectives and, using various means, their ideas were made clear to all participant teachers. Some schools undertook a whole school approach to project learning implementation whereas other schools highlighted project learning as their Major Area of Concern in the relevant academic year.

• School-Based Adaptation Strategy

  Whereas project learning as an innovation exhibits distinctive intrinsic attributes and methodology, the mode of operation can be amorphous depending on the context of implementation. The exemplary projects well illustrated this diversity as a school-based adaptation strategy was adopted. Project learning projects can be delivered through the formal school curriculum in single subject, cross subjects, cross key learning areas and even interdisciplinary modes. They can be conducted within the school setting or outside the school in specific social (community issues) and physical settings (field study sites and farms).

• Evaluation Mechanism

  When project learning takes different forms, it is crucial to have an evaluation mechanism that ensures the attributes of project learning are being genuinely acquired, while at the same time providing assessment for learning feedbacks for monitoring continuous development. All the exemplary projects demonstrated that they had devised an effective evaluation mechanism to monitor and evaluate the effectiveness of implementation. This mechanism included students’ self reflection, teachers’ self reflection, classroom observation, log books of work and various kinds of rubrics for self evaluation, peer evaluation and teachers’ evaluation of pupils’ end products.

(III) Institutionalization

• Strong Administrative Support and Empowerment

  All the planners and implementers of the exemplary cases acknowledged the importance of the support of the principal who provided various types of administrative support to facilitate the successful implementation of project learning. This support included motivational elements such as empowerment, trust and spiritual encouragement which are pivotal in creating a positive climate for innovation. On the other hand, there were specific tangible administrative measures taken to sustain the implementation of project learning, such as special time blocks for planning, time release for training and insurance arrangements for pupils engaging in fieldwork. Adopting a whole school approach was recognized by project planners as important support in mobilizing enough manpower, developing teachers’ understanding, equipping teachers with necessary skills on project learning as well as sustaining a long-term development. Another kind of support was the empowerment of middle managers in initiating and developing complex curriculum.

• Effective Utilization of Resources

  QEF itself is an important enabling source of resources for schools to implement project learning by giving the schools additional manpower and fiscal resources for soliciting professional inputs or purchasing needed facilities, such as computers and setting up an IT laboratory. At the same time the exemplar projects have utilized existing and additional resources effectively, such as using a cyber platform for searching information, or mobilizing parents, alumni and community resources.