Ongoing Renewal of the School Curriculum

 

Home | The School Curriculum Framework | Curriculum Guides | Documents on Feedback Collection | Professional Development Programmes | FAQ | Useful Links

 

FAQ

1.
Q:
What is “Learning to Learn 2+”?
A:
The Curriculum Development Council (CDC) updated the Basic Education Curriculum Guide (Primary 1-6) in 2014 and used the term “Learning to Learn 2.0” to denote curriculum development had advanced with times since the Learning to Learn Curriculum Reform in 2001. Upon the issuance of the updated Kindergarten Education Curriculum Guide (KGECG) and Secondary Education Curriculum Guide (SECG) in 2017, the 15-year central school curriculum framework has also been updated to reflect that “Learning to Learn 2.0” has entered an era of ongoing curriculum renewal, i.e. “Learning to Learn 2+”.

 

2.
Q:
Why is “ongoing renewal of the school curriculum” needed?
A:
Starting from the “Learning to Learn” curriculum reform in 2001, there are massive changes locally, regionally and globally in the aspects of economy, science, technology, social and political, etc. In order to keep local school education abreast of the latest development and to maintain our students’ global competitiveness, we need to kick-start the updating of the Hong Kong school curriculum which aims at sustaining and deepening the accomplishments achieved and focusing on the present and future development focuses so that schools can follow the central curriculum framework to develop the curriculum according to their own context.

 

3.
Q:
Is “ongoing renewal of the school curriculum” a completely new curriculum?
A:
“Ongoing renewal of the school curriculum” is not a completely new curriculum. Rather, it sustains and deepens the accomplishments achieved in the Learning to Learn curriculum reform. It also updates and focuses on current and future curriculum development focuses in response to the local, regional and global contextual changes so that students are well-prepared to succeed in a knowledge-based, technologically advanced, and increasingly globalised world.

 

4.
Q:
What are the major renewed emphases (MRE)?
A:
Major renewed emphases (MRE) are brought on board to better respond to the changing needs of society as reflected in the updated seven learning goals. With reference to their own contexts and stages of development on various curriculum areas, schools should plan the whole-school curriculum with due consideration of the SECG to strategically integrate the following MRE for coherent and systematic implementation in their school development plans alongside the school priorities for the next three to six years. To facilitate whole-school curriculum planning based on existing components, proposed allocation of time within the central school curriculum has been included where appropriate. These MRE include:
  • strengthening values education (including moral and civic education, and Basic Law education)
  • reinforcing the learning of Chinese history and Chinese culture
  • extending “Reading to Learn” to “Language across the Curriculum”
  • promoting STEM education and ITE
  • fostering an entrepreneurial spirit
  • diversifying life-wide learning experiences (including those for VPET)
  • stepping up gifted education
  • enhancing the teaching of Chinese as a second language
Where necessary and appropriate, schools’ efforts in implementing the MRE should be sustained at the SS level.

 

5.
Q:
How can schools implement the requirements on schools days and lesson hours as stipulated in the SECG?
A:
Schools should refer to EDB Circular No. 7/2005 and other related guidelines for drawing up the school calendar to ensure that there should be no less than 190 school days for whole-day schools. In addition to examination time, some schools may devote time to non-teaching activities such as picnics, visits, student orientations, post-examination activities etc. It is also noted that the duration of lesson may vary between schools or even between weekdays within the same school. For instance, some schools may timetable an extra lesson throughout the week or on a particular day, whilst some schools may organise cross-curricular learning and teaching (e.g. STEM, Language across the Curriculum, Values Education) by closely integrating these with life-wide learning activities. Therefore, schools are given the flexibility to make judicious adjustments with reference to own contexts and needs.

 

6.
Q:
Will there be extra workload for schools and teachers after the implementation of the MRE in the SECG?
A:
School can, taking into consideration their own contexts and stages of development, strategically integrate the MRE alongside the school priorities in the school development plans for the next three to six years for more coherent and holistic planning. As the MRE are mostly of cross-curricular nature, teachers can collaborate and complement with each other for a better synergy and to avoid duplication of unnecessary work. We will continue to provide various kinds of support to strengthen the professional capacity of teachers on whole-school curriculum planning.

 

7.
Q:
Will the workload of students be increased (e.g. homework and assessment) after the implementation of the SECG?
A:
School are encouraged to take into consideration their own contexts and stages of development so as to strategically integrate the MRE alongside the school priorities in the school development plans for the next three to six years for more coherent and holistic planning, as well as for providing diversified and valuable learning experiences to students. Schools should refer to Booklet 4 of the SECG and other relevant documents (e.g. EDB Circular No. 18/2015 --- No Drilling, Effective Learning) and consider their own contexts and needs of students when formulating appropriate homework and assessment policies which could raise the learning interests of students, evaluate their learning effectiveness and achieve self –directed learning.

 

8.
Q:
What are the support measures provided by the EDB to facilitate curriculum planning of schools?
A:
School leaders’ workshops on strengthening curriculum leadership and whole-school curriculum planning will be organised for schools commencing in the 2017/18 school year to support secondary schools to formulate their whole-school curriculum plans and to map out their future directions of curriculum development in the process of ongoing renewal of the school curriculum. Besides, we will strengthen the school-based support in whole-school curriculum planning, including featuring a distinctive focus in the new support service, i.e. the Learning Communities to promote professional exchange. (Refer to EDBCM No.55/2017.)

In addition, as proposed in the 2017 Policy Address, different types of funding will be provided to schools to support the implementation of various major renewed emphases in the SECG (e.g. STEM education and promotion of Chinese history and Chinese culture). Besides, effective learning and teaching of languages, using e-learning (IT) for effective learning, values education, etc. which are relevant to the MRE, have been selected as priority themes of the Quality Education Fund (QEF) for the 2017/18 school year.

A range of professional development programmes (PDPs) and sharing networks will be organised to strengthen the professional capacity of curriculum leaders/middle managers, teachers, teacher-librarians and other relevant school personnel in order to implement the SECG at the whole-school level as well as specifically at the KLA/subject level. In the meantime, we will provide support on different areas to schools through regular channels, for example, professional development programmes (PDPs) and school leaders’ workshops to strengthen curriculum development in schools and professional knowledge of teachers.

 

9.
Q:
How can schools integrate the MRE into their own curriculum?
A:
With reference to schools’ own contexts and stages of development on various curriculum areas, schools should plan the whole-school curriculum with due consideration of the SECG to strategically integrate the MRE for coherent and systematic implementation in their school development plans alongside the school priorities for the next three to six years, including KLA curriculum, cross-KLA learning and Life-wide Learning activities, etc. Schools can also use the “Lesson Time for Flexible Use” (approximately 8%) for various student activities and learning experiences.

 

10.
Q:
Why should STEM education be promoted in Hong Kong? What are the aims of promoting STEM education?
A:
The promotion of STEM education is built on students’ achievements in Science, Technology and Mathematics. We expect schools to make good use of their own strengths to further cultivate students’ interest in learning relevant subjects, develop among them a solid knowledge base, and strengthen their ability to integrate and apply knowledge and skills in STEM-related areas. Through solving daily life problems, we expect schools to nurture students’ creativity, collaboration and problem solving skills as required in the 21st century, as well as to foster their innovation and entrepreneurial spirit. The promotion of STEM education can also better equip students for further studies and career planning, help nurture versatile STEM-related talents to enhance the international competitiveness of Hong Kong, and enable Hong Kong to contribute to national developments.

 

11.
Q:
What is the latest development in promoting STEM education in Hong Kong?
A:
Since the promotion of STEM education in 2015, schools and the relevant stakeholders (including professional bodies, tertiary educators, parents and the general public) held very positive views on the initiative to promote STEM education. On the whole, they support the aims, objectives and strategies proposed for the promotion of STEM education, as well as the approaches for implementing STEM-related learning activities. We are taking steps to implement the recommended strategies set out in the Report on Promoting of STEM Education – Unleashing Potential in Innovation.

A holistic approach is recommended to promote STEM education: (a) renewing the curricula of Science, Technology and Mathematics Education KLAs; (b) enriching learning activities for students; (c) providing learning and teaching resources; (d) enhancing professional development of schools and teachers; (e) strengthening partnerships with community key stakeholders; and (f) conducting review and disseminating good practices.

 

12.
Q:
The status of STEM education / IT in Education becomes more important in this ongoing renewal of the school curriculum. Will the EDB provide more resources and support for schools?
A:
The Government always attaches great importance to the development of STEM education / IT in Education. For STEM education, after disbursing a one-off grant of $100,000 to each primary school in March 2016, the EDB released a one-off grant of $200,000 to public sector secondary schools in March 2017 for procurement of relevant equipment, resources and organisation of school-based STEM learning activities (Please refer to EDB Circular Memorandum No. 68/2017 for details.). Regarding the KLA-based resources, we have been providing schools and teachers with the learning and teaching resources related to STEM education. At the same time, the EDB is now developing learning and teaching resources for teachers' reference, e.g. learning and teaching resources for the updated junior secondary Mathematics and Science curricula, learning and teaching resource package for programming, so that teachers can better master the updated curricula. In cross-curricular/cross-KLA aspects, we launched a STEM website (http://stem.edb.hkedcity.net/en/home/) to disseminate relevant information for schools' reference. We will also continue to develop learning and teaching resources on STEM education and organise cross-KLA and KLA-based professional development programmes to promote STEM-related learning and teaching.

For IT in Education, the EDB disburses the "Composite Information Technology Grant" each year to all public sector schools to meet the different needs of schools on e-learning. In addition, under the "Fourth Strategy on Information Technology in Education" and starting from the 2015/16 school year, we have disbursed a one-off grant of $100,000 in average together with an extra recurrent grant of $70,000 in average each year to all public sector schools which have submitted their e-learning implementation plan. In 2017, we will disburse an additional one-off grant of $200,000 in average to each school to step up the support the implementation of e-learning in schools. On the other hand, we will continue to organise different modes of professional development programmes, to share good practices on the implementation of e-learning through the 20 "IT in Education Centres of Excellence", and also continue to review the resources and other support provided for schools.

 

13.
Q:
Why does the EDB suddenly strengthen Basic Law education?
A:
Since the implementation of the curriculum reform in 2001, "moral and civic education" has been one of the Four Key Tasks which includes the cultivation of national identity and Basic Law education. Basic Law-related learning content has always been included in the primary and secondary curricula (including General Studies in primary schools, Life and Society, Chinese History, History and Liberal Studies in secondary schools) as well as the learning experiences and activities for life-wide learning (such as visits to museums, Mainland exchanges, quiz competitions and project learning).

Ideas and concepts of the Basic Law are also part of the core elements/essential content for learning in the PSHE KLA curriculum. Such curriculum manifestations related to Basic Law education will continue to apply. The total lesson hours on Basic Law education is about 50 hours at junior secondary level. However, the implementation of Basic Law education in schools should be kept up-to-date in terms of content and mode of implementation so that teachers and students can pay more attention to and understand the origin and importance of the Basic Law as the constitutional document for the Hong Kong Special Administrative Region in learning and teaching.

 

14.
Q:
Has any consultation for the content of the 51-hour Basic Law education at the junior secondary level be taken place before the launch of SECG?
A:
Curriculum renewal is an ongoing progress. The EDB has been maintaining communication and collecting feedback and comments on the drafting of SECG, including Basic Law education, through various channels, such as Ad Hoc Committee of SECG, regular principals’ liaison meetings and focus groups and report regularly to the Curriculum Development Council (CDC). The lesson hours related to Basic Law education of different subjects are derived from the content of related curriculum guides in the PSHE KLA. The issue has been discussed and agreed in the committee on Personal, Social and Humanities Education under the CDC.

 

15.
Q:
According to the SECG, schools are required to implement about 51-hour of Basic Law education in Chinese History, History, Life and Society and Geography at the junior secondary (JS) level. Is this a new curriculum?
A:
Promotion of Basic Law is a regular task of the EDB and schools. The related learning elements of the Basic Law are inherent in the curricula of relevant subjects in schools and are not new items. The SECG has listed those learning elements and lesson hour related to Basic Law as stipulated in respective curriculum guides, such as Chinese History, History, Life and Society and Geography at the JS level as examples for school’s reference. This should not be regarded as additional lesson hours.

The relevant modules of Life and Society in JS, which already cover topics/themes related to specific contents of the Basic Law, such as General Principles and Relationship between the Central Authorities and the Hong Kong Special Administrative Region and Rights and Duties, and Political Structure, will take up about 15 hours in three years. These topics/themes are essential for Basic Law education. In addition, the learning elements related to Basic Law are inherent in the curricula of some JS Personal, Social and Humanities Education (PSHE) subjects, including Chinese History, History and Geography. For example, the proposed revised Chinese History and History curricula at JS level, which are currently under consultation, different topics, such as the development of Hong Kong, the Opium War, the stage of the Pacific War in the War of Resistance against Japanese Aggression (the Fall of Hong Kong), etc., are related to the contents of the Basic Law, such as Preamble, General Principles, External Affairs. These contents which takes up about 24 hours of lesson time, to enable JS students to understand the origin of the Basic Law the part and parcel relationship between the Mainland and Hong Kong’s history. As the study of Chinese history has been made compulsory in the junior secondary levels, schools would have already provided 24 lesson hours related to Basic Law education through teaching Chinese history. Due attention should be given to ensuring sufficient time be dedicated to Basic Law education in whole-school curriculum planning, and where appropriate, incorporated to strengthen values education in the school development plan to facilitate coherent and strategic planning, implementation and self-evaluation of its effectiveness.

For schools where relevant modules of the subject Life and Society are offered, and together with the lesson hours of Chinese History, they have already provided about 39 hours related to Basic Law education. Together with the relevant topics of History (about 10 hours) and Geography (about 2 hours), schools are able to provide a total of about 50 lesson hours relevant to Basic Law education during the three-year junior secondary education.

In view of the above, the SECG is not asking relevant subjects to provide additional lesson hours for Basic Law education. Instead, teachers may naturally connect the contents of Basic Law at appropriate junctures when teaching relevant topics/themes. Nevertheless, teachers do not need to repeat the learning points or teach them separately. Neither do they need to teach the Articles of the Basic Law. All schools in Hong Kong should implement Basic Law education with reference to their school context and curriculum development needs.

 

16.
Q:
How can Basic Law education be strengthened in schools that do not offer relevant modules of Life and Society at the junior secondary level?
A:
For schools that do not offer relevant modules of Life and Society at the junior secondary level, a 15-hour independent “Constitution and the Basic Law” module should be offered. [Note: the development of this module is in progress. It is expected that the module will be launched in mid-2017.] These schools can complement the module with ready-to-use learning and teaching resources in implementation: (a) teach the independent “Constitution and the Basic Law” module as part of moral and civic education; (b) teach the module as a separate course of study; and/or (c) teach the content of the independent “Constitution and the Basic Law” module in combination with relevant subjects under the Personal, Social and Humanities Education (PSHE) Key Learning Area.

 

17.
Q:
How does the EDB support schools in effective planning of Basic Law education?
A:
In order to facilitate schools in better planning of Basic Law education, the EDB will continuously provide professional development programmes to enhance the learning and teaching effectiveness in schools. Schools could also make reference to the “Planning and Self-evaluation Tool for Basic Law Education” in the Appendix 5 of Booklet 2 of the Secondary Education Curriculum Guide (SECG) (2017) in planning, implementing and evaluating the implementation of Basic Law education. There are different ways to promote Basic Law education in schools, the tool is only an example.

A systematic and strategic plan for implementing Basic Law education involves:
  1. implementing the most recent curriculum guides prepared by the CDC with regard to the contents and time allocated to the KLAs/subjects/topics related to Basic Law education;
  2. promoting Basic Law education-related learning in cross-curricular studies/activities, theme-based forums, exhibitions, competitions, summer camps and visits/exchange programmes conducted on the Mainland with articulation to the whole-school curriculum, to complement classroom learning and teaching;
  3. making use of up-to-date and appropriate learning and teaching resources prepared for Basic Law education suited to the curricula;
  4. participating in professional development programmes related to core contents, knowledge updating and enrichment, pedagogies and assessment that are dedicated respectively for school heads, middle managers and teachers to keep abreast of the development of society and the needs of students; and
  5. self-evaluating the implementation of Basic Law education in schools with a view to making sustainable improvements.

 

18.
Q:
If a school does not offer History and Geography at the junior secondary level, can the school be exempted to provide learning elements on the Basic Law which takes up 10 hours and 2 hours in these two subjects respectively?
A:
The junior secondary PSHE KLA curriculum adopts an open framework. Even a school does not offer junior secondary History and Geography subjects, the school will still cover the essential content of Strand 2 “Time, Continuity and Change”, Strand 3 “Culture and Heritage” and Strand 4 “Place and Environment” under alternative modes of curriculum organisation. Therefore, relevant content of the Basic Law will still be connected naturally through the teaching of the related content of the above-mentioned strands.

 

19.
Q:
Apart from classroom learning, how can schools implement Basic Law education?
A:
With reference to the school contexts and design of the whole-school curriculum, Basic Law education can also be promoted through different modes such as Basic Law-related learning in cross-curricular studies/activities, theme-based forums, exhibitions, competitions, summer camps and non-local visits/exchange programmes conducted in the Mainland. Schools should keep abreast of the latest development of society and the needs of students in the planning for Basic Law education.

 

20.
Q:
How can the EDB reinforce the learning of Chinese History and Chinese culture at the junior secondary level?
A:
The study of Chinese history and Chinese culture provides the foundation knowledge and root values, based on which students understand our country and progress towards developing a sense of national identity. As recommended by the CDC, schools should teach Chinese history at the junior secondary level. Schools can adopt the independent subject mode, the one-history mode (i.e. the study of Chinese history and world history through one single subject) or the integrated curriculum mode (i.e. Chinese history as the core topic) with due regard for their particular contexts and developments, with Chinese history to be placed as the main anchor of study which takes up 5% of the total lesson time or 2 lessons per week at the junior secondary level. In parallel, the understanding of Chinese history and Chinese culture can be promoted among different key learning areas (e.g. learning elements in Chinese Language).

The Chief Executive’s 2017 Policy Address announced to make Chinese History as an independent compulsory subject for the junior secondary level in the 2018/19 school year, so as to enable students to appreciate and inherit the spirit of excellence and the civilisation of the Chinese people. The EDB will continuously provide appropriate support to schools.

 

21.
Q:
While the SECG recommends that schools continue to promote reading and implement “Reading across the Curriculum”, why has the EDB decided to cease the provision of the Chinese Extensive Reading Scheme Grant and English Extensive Reading Scheme Grant from the 2016/17 school year onwards? What kinds of subsidy are available for schools to purchase new books or electronic reading materials?
A:
The EDB attaches great importance to nurturing the reading habits of students and has introduced measures and activities for this purpose over the years. Following the recommendation on promoting “Reading to Learn” in the Basic Education Curriculum Guide (P1-S3) in 2002, the promotion of reading among students has become the direction for development for all subjects in schools. Over the years, schools in general have flexibly implemented different forms of school-based reading schemes, including “Reading across the Curriculum”. In other words, the promotion of reading in schools is no longer limited to the Chinese and English Extensive Reading Schemes. Owing to the changes in ways of promoting reading, the EDB has ceased providing schools with the two Extensive Reading Scheme Grants since the 2016/17 school year for the sake of fiscal prudence and the proper use of public funds.

Schools can flexibly deploy resources under the Operating Expenses Block Grant (OBCG) or Expanded Operating Expenses Block Grant (EOEBG) to procure books, multi-media reading materials, the services of online reading resource banks, etc. for holistic promotion of reading. Besides, the EDB provides schools with an additional recurrent grant for optimising the Wi-Fi infrastructure in schools to facilitate the use of e-textbooks and e-learning resources by teachers and students in the classroom as well as online reading for the promotion of e-reading.

 

22.
Q:
What are the support measures provided by the EDB to sustain the promotion of reading in schools?
A:
In addition to the delineation of the relevant concepts and school examples for illustration purposes in the curriculum documents, the EDB will continue to gain a better understanding of schools’ experience in promoting reading (including Language across the Curriculum) through various channels, such as professional development activities, school visits and school-based support programmes, and to share schools’ good practices and provide various kinds of reading resources and suggested reading lists for different subjects. Starting from the 2016/17 school year, emphasis has been placed on “Reading across the Curriculum”, “Information Literacy”, etc in the professional development programmes at both primary and secondary levels to further promote reading. Schools are also encouraged to fully capitalise on the support measures for reading provided by public libraries, Hong Kong Education City, and the Standing Committee on Language Education and Research (SCOLAR).

 

23.
Q:
Why should “Language across the Curriculum” be promoted? Is it a must for schools to promote “Language across the Curriculum”?
A:
“Language across the Curriculum” (LaC) can provide students with an enriched and more rewarding language learning experience, enabling them to integrate knowledge from different disciplines and to construct knowledge. LaC also broadens their horizons, and helps develop a broad spectrum of interests and abilities, and enhances their language abilities and humanistic qualities.

Taking students’ learning needs into consideration, schools strengthen communication among teachers of different Key Learning Areas and encourage them to examine the connection among the learning objectives of different subjects and make holistic planning, through which schools can decide on the subjects involved in promoting LaC and the mode of collaboration, leading to more economical and effective use of lesson time and an enriched learning experience for students.

 

24.
Q:
What is “entrepreneurial spirit”?
A:
“Entrepreneurial spirit” includes the qualities of possessing creativity and innovativeness, taking initiatives and responsibilities, taking calculated risks, upholding perseverance in times of uncertainty and seizing the best of the opportunities ahead. Schools should provide learning opportunities for developing critical thinking skills and creativity which enables students to conceive new ideas in solving problems and apply what they have learnt in simulated and/or authentic business contexts with a view to adding value to society.

Development of an entrepreneurial spirit is not teaching students to start or run new businesses. It focuses on developing positive values and attitudes, generic skills and knowledge which enable students to stay positive in uncertainties and grasp the best of the opportunities ahead.

 

25.
Q:
Would the EDB review the senior secondary Chinese Language curriculum again to alleviate the pressure of students?
A:
Students possess good language foundation is beneficial to their studies, career and lifelong learning. Reading, writing, listening and speaking are the different components of a language. During the learning process, these four components are complementary and synergistic with each other and are of equal importance.

In response to the requests of the education sector, since the implementation of the senior secondary Chinese Language Curriculum and Assessment Guide, the EDB and the HKEAA have reviewed many times and implemented various short and medium-term fine-tuning measures which includes streamlining of the School-based Assessment, integrating the Listening and Integrated Skills paper, introducing classical set texts, etc, so as to reduce the burden of teachers and students. The EDB and the HKEAA will continue to review the effectiveness of the curriculum and assessment as well as to follow up when needed.

 

26.
Q:
How can schools cultivate students’ 21st century skills?
A:
There are more than one definition for 21st century skills. In general, the term may comprise critical thinking skills, problem solving skills, creativity, collaboration skills, IT skills, as well as basic skills such as reading, arithmetic and communication skills. Some countries or regions have enriched the term by including descriptions about personal qualities, such as leadership qualities.

The EDB has retained and renewed the nine generic skills that have been well received by local teachers. The content of these nine generic skills is similar to the 21st century skills advocated by other countries, although there are variations in terms of how they are called and classified. For example, in the context of the ongoing renewal of the school curriculum, life skills are categorised under self-management skills.

With respect to the 21st century skills for the future generations, although there is not yet a set of consensual or recognised views on what constitutes the skills, the continued development of students’ capabilities of learning to learn, and flexible and integrative application of generic skills remains crucial.

To strengthen their capabilities of using generic skills integratively, the EDB will continue to provide learning opportunities via different subjects, including developing a set of resource package to demonstrate the development of students’ collaborative problem solving skills and holistic thinking skills through the existing curriculum.

 

27.
Q:
Under the ongoing renewal of the school curriculum, how can students with different abilities are catered for?
A:
Under the ongoing renewal of the school curriculum and the New Academic Structure, much effort has been put to cater for the needs of students with different abilities so that they can smoothly articulate to diversified and multiple pathways for further studies and future careers. Students who have completed their senior secondary education and HKDSE Examination could choose to further their studies in degree or sub-degree programmes in local tertiary and post-secondary institutions, other diploma programmes including Diploma Yi Jin according to their aspirations and abilities, or even continue their studies in the Mainland or overseas. Students could also consider taking courses related to vocational and professional education and training (VPET).

Applied Learning (ApL) is an integral part of the senior secondary curriculum. It enriches the learning experiences of students of varying learning needs, particularly those who will benefit from a strong practical orientation in their learning. Students at all ability levels could take ApL courses as elective subjects. ApL helps students to explore their career aspirations and orientation for lifelong learning in specific areas. It enables students to understand fundamental theories and concepts through application and practice and to develop beginners’ skill set, career-related competencies and generic skills for further studies and work.

Schools can also proactively promote VPET courses and provide Life-wide Learning and Other Learning Experiences to students, together with the use of the Student Learning Profile as a reflective tool for students to make appropriate choices based on their own interests and abilities to achieve their personal goals through different pathways.

 

28.
Q:
How does the EDB promote Vocational and Professional Education and Training (VPET) to secondary school students?
A:
The EDB will continue to promote VPET extensively to various stakeholders. The Government has accepted all the recommendations from the Task Force on Promotion of Vocational Education. Starting from the 2016/17 school year, the Government will fully subsidise students to take Applied Learning (ApL) courses, support competitions organised by major VPET providers as well as nominates representatives to participate in the WorldSkills competition.

At the junior secondary and senior secondary levels, students are provided with Career-related Experiences along with relevant Life-Wide Learning activities such as talks, workshops, camps and workplace visits, etc. as they progress through secondary education, to help them understand the workplace and explore their career interests and aspirations.

At the senior secondary level, students’ understanding in VPET is further enhanced through a variety of learning opportunities, including ApL courses and the Career-related Experiences embedded in Other Learning Experiences (OLE) activities.

ApL offers learning contexts linked to broad professional and vocational fields, including (1) Creative Studies; (2) Media and Communication; (3) Business, Management and Law; (4) Services; (5) Applied Science; and (6) Engineering and Production. ApL complements core and elective subjects and broadens students’ learning experiences for holistic learning.

ApL places equal emphasis on practice and theory. It enables students to develop beginners’ skill set, career-related competencies and generic skills for preparation of further studies and work. ApL helps students explore their career aspirations and orientation for lifelong learning.

 

29.
Q:
Would the EDB deploy additional human resources to schools to complement the implementation of the updated SECG?
A:
Schools can use different resources flexibly to support school-based measures and implement the related strategies according to their own circumstances, development focuses and their unique school context. It is necessary for schools to develop an effective plan on the use of human resources, including curriculum co-ordination and planning, student support inside and outside the classroom, parent education, etc. Schools can apply for different grants/funding, including the Capacity Enhancement Grant, Learning Support Grant, extra funding for non-Chinese speaking (NCS) students, Quality Education Fund (QEF), to implement school-based development projects.

Schools can also make the best use of external resources and offer other courses such as Applied Learning and Other Language courses for senior secondary students to cater for their interests. Besides, schools can co-organise a variety of talks and workshops on different topics with Parent-Teacher Associations (PTAs) and external institutions to support students’ needs and address parents’ requests.

 

top back