Consultation Papers and Consultancy Reports
Information Technology for Learning in a New Era
Five-Year Strategy 1998/99 to 2002/03
Chapter 7
Approach 7.1
We wish to emphasise that the strategy outlined in this document is not meant to be implemented in a top-down manner or adhered to without flexibility. Quite the contrary, schools should formulate their own IT plans tailored to their specific needs, in the true spirit of school-based management. In this regard, the role of school heads is particularly important. Also in line with the school-based approach, we are now carrying out the IT pilot scheme to find out what could be the best practices and strategies for schools in Hong Kong. Under this scheme, 10 primary and 10 secondary schools which are more advanced in terms of IT readiness have been provided with an enhanced level of hardware provision and personnel support so that they may pilot innovative ways to promote IT in education. The successful practices of these pilot schools will be broadly disseminated to other schools, and we need to be guided by the result of this scheme as we proceed with the latter stages of the strategy.
Inter-departmental task force
7.2
Nevertheless, on the basis of the strategy outlined in the foregoing chapters, we have worked out at Annex G an implementation time-table for progressively achieving our targets in the four domains of access and connectivity, teacher enablement, curriculum and resource support, and community support. We have set up an inter-departmental task force led by a senior officer in Education and Manpower Bureau/ED with representatives from relevant departments like ITBB, Information Technology Services Department, Architectural Services Department, Electrical and Mechanical Services Department and Government Supplies Department etc., so as to resolve the implementation problems faced by schools. The task force will also interact closely with a Users Group of schools, teachers and academics. The Users Group has been set up by ED to solicit quick front-line comments and feedbacks on a wide range of operational issues.
Role of the Board of Education
7.3.
The Board of Education (BOE) will continue to monitor the implementation of various elements of this strategy at the school level, and will be briefed of the work of the inter-departmental task force.
Role of the Education Commission
7.4
In the new frontier of IT in education, Government and the community are both on a steep learning curve. We are dealing with a rapidly advancing technology and future adjustments on the strategy, particularly with regard to the mode of implementation, are likely to be necessary. The efforts of many players and sectors, as analysed in Chapter 6, also need to be co-ordinated. A sound institutional framework is therefore necessary to advise Government on any fine-tuning of this strategy in the light of the advances in technology, the latest world trends in this area, the evaluation mechanism, and other developments in the local education scene, as well as on how the efforts of different sectors can be co-ordinated. It should comprise representatives from Government, the school sector, the tertiary institutions and the IT industry to ensure that the views of all relevant sectors are heard and properly considered. As the Education Commission (EC) plays a central co-ordinating role in advising Government on major education issues, it is well-placed to perform this task. We are glad that EC will form a sub-committee on IT in education with suitable co-opted members, including members of BOE for this purpose.