The following is issued on the behalf of the Education Commission:

Followings are the key points made by the Chairman of Education Commission, Dr Rosanna Wong, during a press briefing on the Progress Report on the Education Reform today (January 25):

(1) Introduction
* In September 2000, the Education Commission submitted to the Government a series of recommendations for reforming the education system. Implementation has commenced since October 2000.

* Over the past year, the Education Commission (EC) has been coordinating the work of different advisory bodies and implementing agencies involved in realising the reform measures. The EC also works closely with the Education and Manpower Bureau and the Education Department.

* We understand that the community is very concerned about the progress of the education reform, and we will do our best to maintain transparency and keep the public informed of salient progress.

* Through strengthening communication with various sectors of the community, we hope that we can foster mutual understanding and trust, as well as forge close partnerships in implementing the reform.

* In collaboration with other major education executive and advisory bodies, the EC will report the reform progress to the public on a regular basis. To this end, we will issue the first progress report on the education reform today.

(2) Key Areas of the Education Reform

* As the education reform covers a wide range of complex issues, enhanced cooperation and a clear delineation of responsibilities among the concerned parties as well as close monitoring of the implementation progress are necessary. To facilitate implementation and coordination, the EC has, on the basis of the blueprint for the education reform, grouped the work of the reform into seven key areas, including
- Curriculum reform
- Language education
- Support for schools
- Professional development
- Admission systems
- Assessment mechanisms
- Increase in post-secondary education opportunities.

(3) Reform Progress over the Past Year

* The enhancement of the quality of education is a long development process.

* Education reform involves a paradigm shift in the learning and teaching culture. Started just a year ago, the education reform is still at a nascent stage. It will take time for the changes to take root. Nevertheless, there are already some encouraging developments.

* The progress of the reform over the past year may be described by the following words:
- There are difficulties and challenges
- But there are no lack of enthusiasts
- Opportunities and reasons for optimism abound
- We are on the right track

Encouraging Developments

(a) Active participation of principals and teachers

* Principals and teachers are the key players. Their active participation is crucial to the success of the education reform.

* Over the past year, it is encouraging to note that many principals and teachers have actively and enthusiastically participated in the reform implementation, and their good work should be highly commended.

* Many principals and teachers have been making good use of the room created by the education reform to progressively implement the curriculum reform and exercise their professional autonomy to improve the teaching and learning strategies as well as the mode of assessment.

* The participation rate of principals and teachers in training courses and professional development activities has been increasing significantly. They provide good role models of lifelong learning for students.

* The frequency of experience sharing activities among principals and teachers has increased considerably. A collaborative culture is being built up in the education sector; and this is conducive to promoting the professional development of principals and teachers.

(b) Increase in students' interests in learning

* The Academic Aptitude Test (AAT) was abolished in 2000.

* According to a study commissioned by the Government, most primary schools have made use of the room created by the abolition of the AAT to enhance the all-round development of students, such as by strengthening language education and extra-curricular activities.

* The majority of students considered that -
(i) learning activities had become more interesting and diversified;
(ii) they had more time to absorb knowledge;
(iii) the scope of learning has been broadened.

* Besides, many primary and secondary schools have started to strengthen the four key tasks of the curriculum reform, viz. moral and civic education, promoting reading, project learning and using information technology (IT) for interactive learning. The learning atmosphere in the classroom has been enhanced. Students have shown greater interest in reading, community services and other extra-curricular activities.

(c) Diversity in education

A number of school sponsoring bodies have put forward creative ideas for new mode of education and curriculum design in order to develop students' multiple intelligences and nurture various types of talents.

* A more diversified school system - comprising, for instance, 'through-train' schools, senior secondary schools, Direct Subsidy Scheme schools and community colleges - can provide more learning opportunities and choices to students.

Areas for improvement
(i) Enhancement and remedial measures for catering for the diverse learning needs of students;
(ii) the provision of professional support to teachers; and
(iii) researching on a systematic and continuous basis to facilitate evaluation of the effectiveness of the reform.

(4) Future Implementation Plan

* To strengthen the work in the areas mentioned above.

* To continue to implement the reform measures in a progressive and systematic manner in accordance with the reform timetable.

* To complete the following reviews and conduct public consultations in 2002:
- review of the systems of kindergartens and child care centres;
- review of language education;
- review of teachers' professional development;
- review of senior secondary academic structure and the future development of post-secondary and continuing education; and
- review of higher education.

(5) The Education Statistics

* The statistical information below is note-worthy:

(a) The government expenditure on education has increased by more than 40% since Hong Kong's reunification with the mainland.

(b) The age participation rate for higher education has increased from 32% last year to 38% this year.

(c) The percentage of primary teachers with degree qualifications has increased from 20% before the reunification to over 40%. In addition, the percentage of secondary teachers with degree qualifications has increased from 80% before reunification to 86%.

(d) At present, about 70% of the primary schools and around 80% of the secondary schools have established parent-teacher associations.

* The above figures illustrate some of the strengths of the education sector in Hong Kong, which lay a solid foundation for the education reform.

Ends/Friday, January 25, 2002