This pioneering text contributes to the theory and practice of teaching and learning. The purpose is to unlock how key stakeholders of the spectrum of pre-universities in Singapore make sense of "knowledge" and "knowledge work", and endeavour to determine how their understanding of "knowledge" shapes their understanding of "knowledge work" and the conditions that affect their knowledge work. This monograph contributes in a most productive fashion to the necessary educational debates on teaching and learning, which quickly segue into pragmatic political debates about what sort of society and global community we desire.

Using three widely diverse pre-university settings in Singapore as case studies, this book seeks to fill the existing gap by elucidating educators' and students' identification of knowledge, knowledge work and the problems and challenges confronting knowledge work.