Preparation for the new senior secondary liberal studies curriculum : the perception of school practitioners in a direct subsidy scheme school in Hong Kong

2007 ◽  
Author(s):  
Ho-wai Yu
Keyword(s):  
Hong Kong ◽  
Liberal Studies ◽  
Subsidy Scheme ◽  
Senior Secondary ◽  
School Practitioners

Reform at the Intersection of Loose Coupling and Pedagogic Modalities: The Case of Hong Kong

2021 ◽  
pp. 001312452110019
Author(s):  
Trevor Tsz-lok Lee
Keyword(s):  
Hong Kong ◽  
Education Reform ◽  
Global City ◽  
Coupling Agents ◽  
Loose Coupling ◽  
Secondary Curriculum ◽  
Reform Policy ◽  
Local Actors ◽  
Senior Secondary

This paper contributes to our understanding of the micro-policy experience of an implemented curriculum from the perspective of students, in addition to teachers, as the key coupling agents in the schools of a Chinese global city. Although the phenomenon of decoupling in educational policy is widely recognized, much less attention has been paid to the micro-dynamics involved in implementing education reform policy from the perspective of students and teachers. It is argued that these local actors’ experiences are best captured by the bi-dimensional framework of loose coupling and pedagogic modalities. This argument is illustrated through a case study of the implementation of the Liberal Studies reform under Senior Secondary Curriculum in Hong Kong since 2009. The study demonstrates how students and teachers interpret and make sense of policy, strategic, and practical needs manifested in the microprocesses of policy coupling and decoupling.

Evaluation of generic competencies among secondary school leavers from the new academic structure for senior secondary education in Hong Kong

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Karly O.W. Chan ◽  
Maggie K.W. Ng ◽  
Joseph C.H. So ◽  
Victor C.W. Chan
Keyword(s):  
Hong Kong ◽  
Healthy Lifestyle ◽  
Tertiary Institution ◽  
Self Assessment ◽  
Public Examination ◽  
Generic Skills ◽  
Content Type ◽  
National Responsibility ◽  
Generic Competencies ◽  
Senior Secondary

PurposeA new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approachSelf-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.FindingsWhen comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/ValueThe elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students.

Curriculum reform and the social class achievement gap

2016 ◽  
Vol 12 (2) ◽  
pp. 148-165 ◽  
Author(s):  
Trevor Tsz-lok Lee ◽  
Stephen Wing-kai Chiu
Keyword(s):  
Hong Kong ◽  
Achievement Gap ◽  
Curriculum Reform ◽  
Parental Education ◽  
Curriculum Change ◽  
Lower Class ◽  
Potential Effect ◽  
Liberal Studies ◽  
Public Examination ◽  
Content Type

Purpose Through the study of the Liberal Studies reform in Hong Kong, this paper aims to investigate to what extent the curriculum reform makes a difference in the achievement gap between middle-class and lower-class students. Specifically, it examines the variation of the “class gap” between Liberal Studies and other traditional, core subjects in terms of the public examination results, and the major mediators underlying the class effect on the results. Design/methodology/approach Data from a survey of 1,123 students from 15 schools who studied the new curriculum between 2009-2010 and 2011-2012 in Hong Kong were analyzed using the hierarchical multiple regression models. Findings Students’ class backgrounds, mainly indicated by parental education, continue to make a substantive contribution to the achievement gap. Practical implications Given that Liberal Studies’ examination is compulsory for university entrance, the sensitivity of this reform to existing educational inequalities has a significant impact on students’ chances of entering local universities. Originality/value Sociologists have long observed the class gap in education, and this paper adds an important exogenous source, a curriculum change, to the analysis. The Liberal Studies reform has provided a unique opportunity to examine the potential effect of a curriculum change on the class gap. In addition, in view of the absence of empirical evidence in this topic, this paper is an effort to build the evidence base for understanding the outcomes of the reform.

scholarly journals Academic and Career Aspiration and Destinations: A Hong Kong Perspective on Adolescent Transition

2019 ◽  
Vol 2019 ◽  
pp. 1-14 ◽  
Author(s):  
Kwok-Tung Tsui ◽  
Chi-Kin John Lee ◽  
King-Fai Sammy Hui ◽  
Wai-Sun Derek Chun ◽  
Nim-Chi Kim Chan
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Secondary Students ◽  
Career Aspirations ◽  
Further Education ◽  
Bachelor's Degree ◽  
Public Examination ◽  
Life Planning ◽  
Adolescent Transition ◽  
Senior Secondary

Understanding the academic and career aspirations of adolescents and their destinations could inform policy makers and educators about how best to provide support at society and school levels to facilitate adolescents transitioning from school to further education and work. The current qualitative study investigates seven senior secondary students from three schools with varying intakes of student ability under the “Secondary School Places Allocation System” in Hong Kong. By employing a Systems Theory Framework, the study looked into the academic and career aspirations of these students and tracked their destinations immediately after secondary school graduation. Findings show that the academic and career aspirations of adolescents and their destinations are shaped by prevailing preferences for attaining higher qualifications, preferably a bachelor’s degree, parental and others’ influences, and outcomes of public examination results. The implications of enhancing support for the societal, school, and career- and life-planning education of individuals are discussed.

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