The Chairman of the EC, Dr Rosanna Wong Yick-ming, said today (April 22) that a number of surveys revealed initially that the education sector and the community in general were supportive of the principles behind and measures of the Education Reform. They also affirmed that with the implementation of the Reform in the past three years, Hong Kong's Education had been progressing steadily.

The Education and Manpower Bureau conducted a number of surveys between March 2003 and April 2004 to gauge the views of various key stakeholders and the public on the Education Reform measures. These surveys included Stakeholder Monitoring Survey on Education Reform and Major Education Initiatives, Perception Surveys on Impact of the Reform of Secondary School Places Allocation System on Teaching and Learning in Primary as well as Secondary Schools, and Survey on the School Curriculum Reform and Implementation of Key Learning Area Curricula in Schools.

Dr Wong said, "A preliminary analysis of the survey findings reveals that they recognise that the Education Reform has brought in healthy changes to the education system. For example, primary school students are found happier and more active in learning, secondary school students are more pro-active in developing self-learning strategies, schools have reduced the number of tests and examinations to make room for students' all-round development, and the mode of school assessment has been diversified."

Dr Wong pointed out that the survey findings also indicated that the school sector and the community in general were supportive of the principles behind and measures of the Education Reform.

"In respect of teaching and learning, and students' overall performance, over 80% of the school heads and teachers surveyed agree to the goals and principles of the Curriculum Reform. Over 90% of the primary and secondary schools have already implemented the four key learning tasks of the Curriculum Reform. The majority of the school heads and teachers consider that to enhance students' ability in critical thinking, creativity and communication ability are the prime goals in school education," she said.

"Separately, it is most encouraging to see that school heads' and teachers' professional development has been significantly enhanced. For example, the percentages of primary and secondary school teachers having a degree rose from 21% and 79% respectively in 1996/97 to 53% and 88% respectively in 2002/03. In 2002/03, the percentages of trained kindergarten teachers, primary school teachers and secondary school teachers were 83%, 91% and 88% respectively."

"Parents are very involved in school affairs. Most of them support school-based management. They consider that school-based management can respond more quickly to the needs of the students. Diversity in school operation, Through-train schools and Direct Subsidy Scheme schools are all welcomed by the parents. Over 70% of the parents surveyed wish to send their children to Through-train schools to study."

However, Dr Wong said that the perception surveys had revealed several areas of concern that the Government, education sector and members of the public should take note of, which included the need to further enhance students' creativity and sense of national identity as well as the support given by the teachers towards the Education Reform.

She said, "Regarding the learning goals, the percentage of the public and parents ranking 'enhancing students' national identity' as 'very important' are not as high as others. Hence, the Government, the community and schools should put in more efforts in nurturing education in this aspect."

"I understand that the Education and Manpower Bureau has encouraged schools to enhance students' sense of national identity through learning activities, produced various learning and teaching resources, enriched the web-based materials on civic and moral education and launched roving exhibitions on national education. In addition, the Bureau will include the learning module on 'Recognition of National Identity and Chinese Culture' in the newly revised curriculum guide for General Studies to be implemented in all primary schools in September this year.

Noting that changes would inevitably cause anxiety and unease, Dr Wong believed that the majority of frontline workers were positive to the Education Reform and would bravely embrace the challenges for the good future of the students.

She said, "We find that primary school teachers are more positive to Education Reform as compared with secondary school teachers. This is understandable as the teaching environment of secondary schools is more complex, with more students' development problems as well as more subjects and wider scope. Besides, there is the pressure of public examinations and university admission. This attributes to heavier workload of secondary school teachers."

"We hope that principals can demonstrate their leadership to communicate more with the teachers, set priority for school development and future directions, and mobilise resources from the community and parents to give more support for teachers. These can reduce teachers' workload and boost their morale."

"The perception surveys conducted by the Bureau also indicate that it has in fact paid much attention to the opinions given by frontline educators and various stakeholders. I hope that the Government and the education sector can maintain close communication, establish mutual trust and understanding and work jointly to resolve the difficulties encountered in implementing the Education Reform," Dr Wong added.

"The outcome of the Education Reform after three years' collaboration between different parties has shown that it is on the right track. The Reform is indeed a complex task, but I believe its ultimate goal will be achieved with the concerted efforts and support of various stakeholders."

Ends/Thursday, April 22, 2004