A General Summary of the Public Views received on the 'Review of Academic System: Aims of Education'

The Education Commission Secretariat has summarised the views received on the consultation document on the aims of education according to the following categories:

• (A) aims of education
• (B) co-operation and partnership
• (C) language proficiency
• (D) information technology (IT) in education
• (E) devolution of responsibilities and diversity of educational choices
• (F) high quality teaching
• (G) assessment, curriculum and academic structure
• (H) quality learning environment
• (I) early childhood education
• (J) school education
• (K) higher education
• (L) vocational education
• (M) continuing education
• (N) parent education
• (O) moral and civic education

1. (A)
   Aims of education

1. Overall comments
   • The community in general supports the aims of education in the consultation document and the methodology of the review.
   • There are some comments from the education sector and in the media that the proposed aims are not specific, and are in a way too broad and idealistic.
   • Respondents in general are looking forward to more concrete measures to achieve the aims in subsequent stages of the review. Some education groups caution that the changes should not be implemented too rapidly. There should be consensus on the various changes and the impact on front-line education workers should be carefully considered.
   • Some educationalists consider that there is a lack of coherence and continuity between the overall aims of education and the aims for major learning stages. They suggest to incorporate the recurrent themes of whole-person development, creative thinking, and life-long learning in the overall aims of education as well as in the aims for each learning stage.
   • Some respondents from the education sector also suggest that the aims for major learning stages in Chapter 3, and their implementation in Chapter 4 should be integrated to give a more systematic and holistic presentation to the public.
   • There are comments from some education groups that the aims in the consultation document seem to be directed to the academically more able students and may not be appropriate for those who are academically less able.
   • Some respondents from the education sector also suggest that a mechanism should be in place to monitor the attainment of various aims and to review the aims on a regular basis to meet the changing demands of society and the needs of the students.
2. Aims of early childhood education
   • Some respondents from the early childhood education sector consider that the aims of early childhood education are too demanding for pre-primary children and the use of words too pedantic.
   • Other comments include:
     • The medium of instruction should be the child's mother tongue and exposure to a foreign language should be introduced through an informal approach. The fostering of a positive attitude towards future learning of a second language may be construed as compulsory teaching of a second language in kindergartens.
     • Likewise, the provision of an appropriate environment for initial exposure to information technology may be interpreted as a compulsory teaching of IT. IT should be used as one form of teaching aids through which children will have initial exposure to IT.
3. Aims of school education
   • Some respondents from the school sector (including education groups, principals and teachers) consider that the aims of school education should be further divided into two sets of aims, namely the aims for primary education, and the aims for secondary education; or the aims for 9-year compulsory education, and the aims for post-compulsory education.
4. Aims of tertiary education
   • Some education groups and respondents from the tertiary sector consider that university graduates need not be 'leaders', but they should contribute to the well-being of the community and the world.
5. Categories of the aims of education
   • Some respondents suggest that the consultation document should also set out the vision and aims for vocational education, sub-degree education and continuing education.
6. Implementation of the aims of education
   • Many respondents from the education sector consider that it is important to map out the implementation strategy (e.g. setting priorities, and proposing the timetable for the implementation of the aims of education). Some of them comment that since the review covers a wide range of education issues, more time should be allowed for the review, say two years.
   • Some respondents from the education sector also consider that it is necessary to optimise the use of existing resources. There may be the need to balance the different interests of stakeholders in the future implementation of changes.
   • Other comments include:
     • It is needed to spell out how the 'student-centred' approach should be adopted in teaching and learning. A proper balance should be maintained between student-centred learning and the teacher-directed instructional methods. The teaching methods should tie in with the needs of learners.
     • Diversity of educational choices should be allowed in the entire process of implementation.

1. (B)
   Co-operation and Partnership

• Respondents from various sectors generally agree that everyone has a role to play in education and there may be the need to clarify the roles and responsibilities of various parties. Major sponsors and school councils also emphasize their duties in helping their own schools to implement the aims of education.
• Major sponsors and school councils also emphasize their duties in helping their own schools to implement the aims of education.

1. (C)
   Language proficiency

1. Medium of Instruction (MOI)
   • On the choice of MOI, views are rather mixed. Most respondents (particularly students) welcome the use of Chinese as MOI which facilitates learning. Some teachers and parents consider that in the long run, Putonghua, instead of Cantonese, should be adopted in the teaching of Chinese to improve the Chinese writing skills of students. A few respondents express that Putonghua should be taught by native Putonghua teachers.
   • Some respondents from the education sector and the community (including students) however propose to use English as MOI since Hong Kong is an international city.
   • Other views on the implementation of MOI policy include:
     • Schools should be allowed to choose their own MOI under the principle of school-based management.
     • The choice of MOI should be decided by subjects.
     • There should be a consistent policy on MOI in all schools.
2. Native English-speaking teachers (NET) scheme
   • Many parents and students consider that the NET scheme would improve students' English standard.
3. Improvement measures
   • Respondents suggest the following measures to enhance the language proficiency of students:
     • promote extensive reading schemes
     • create an English-speaking environment for students in schools and in their daily lives
     • encourage university students to take short-term English courses in overseas countries
     • organize more student exchange schemes
     • teach grammar and phonetics in primary and secondary schools
     • split language classes
     • review the current methods of language teaching and learning
4. Language subjects
   • Some respondents comment that the curriculum of language subjects is dull. Teachers rely too much on model answers in marking the work of students. Some front-line education workers also express the heavy workload of language teachers.

1. (D)
   Information technology (IT) in education

1. Resource support to schools in the application of IT in education
   • Many students ask for more computers. Teachers generally express their wishes to have more self-learning packages, training, softwares and assistance in the preparation of teaching aids. The Hong Kong Teacher-Librarian's Association suggests that school library can be used as a co-ordinating centre in the provision of resource materials for teachers in their application of IT in education.
2. Diversity and experiments in application of IT in education
   • Almost all respondents who mention IT in education agree to a wider and more diverse application in schools and consider it necessary to equip local students with the basic IT skills to meet the needs of the new millennium.
   • A few respondents from the education sector consider that IT should be seen as tools for enhancing learning, thinking, and understanding that goes beyond developing a set of basic skills and competencies.
3. Teacher education and training in IT
   • Some teachers consider that the government policy on IT in education should be better co-ordinated. Sufficient training should be provided to teachers (who do not possess adequate knowledge in the use of IT) before procurement of computers and full application of IT in school education.

1. (E)
   Devolution of responsibilities and diversity of educational choices

1. School-based management
   • Some education groups and front-line education workers express that the management of a school should be in line with the aims set out in the consultation document.
   • Some teachers suggest that a system should be in place to monitor the performance of principals, and to increase the transparency of school management.
   • Some teachers, parents, employers and political groups consider that principals should receive training on management skills to ensure effective leadership.
2. Quality assurance
   • Some respondents from the education sector consider that the quality of a school should be assessed by the quality of teachers, its vision of education, the school management and the effective use of resources.
   • Some students, parents, teachers and employers suggest that the following measures should be adopted to ensure the quality of school management:
     • Schools should establish effective communication channels with parents and students (e.g. through the Parent-Teacher Associations, School Management Committees (SMC) etc).
     • Schools should maintain close ties among themselves to facilitate effective exchange of information and experience (including good practices).
     • Schools should strengthen their links with the community and be more aware of changes around us. Schools should make fuller use of community resources and allow community organisations (e.g. youth groups) to use their facilities as well.
     • Opinion surveys should be conducted annually within schools to gauge the views of parents and students.
3. The operation of the Education Department (ED)
   • Some respondents from the education sector consider that there should be a drastic change in the culture of ED.
   • It is suggested that ED should extensively consult the public before making any major education initiatives and should be more consistent in its implementation.
   • Other views expressed by principals and teachers on the operation of ED include:
     • The Director of Education should not be changed so frequently to ensure continuity and consistency of education policies.
     • The Curriculum Development Institute should be combined with the Hong Kong Examinations Authority.
     • The District Education Offices should support rather than monitor the operation of schools.
4. Diversity of educational choices
   • Some respondents express that there should be more diversity in school types and there may not be the need for a uniform set of aims for all schools.

1. (F)
   High quality teaching

1. Teacher training
   • Most respondents (particularly parents and students) see the need to have quality teachers in the development of quality education.
   • Some respondents are of the views that all teachers (including principals and vice-principals) should be degree holders and professionally trained. Leadership courses should be provided for existing principals and intending principals.
   • Education groups generally consider it important for teachers to become lifelong learners themselves to update their subject knowledge and to keep abreast of the developments around. Teachers should be given more opportunities to take refreshment or enhancement courses after several years of teaching. Teacher education providers should strengthen their in-service and pre-service programmes to cater for the changing needs of the education community. Some international schools suggest pilot projects on teacher training e.g. peer training.
2. Status and professionalism
   • Many parents and students express concern about the quality of teachers. They comment that devoted, knowledgeable and sensible teachers are needed in the development of quality education. It is important for teachers to set good role models for students and to inspire the latter for self-improvement.
   • Some teachers consider that the workload is heavy. More clerical staff and computer technicians are needed to relieve them from administrative work.
   • Some respondents consider that due respect and recognition (in both moral and monetary terms) from the community should be given to good teachers.
3. Appraisal and promotion
   • Some respondents (including teachers) consider that regular appraisals should be conducted.
   • Some teachers point out that the current promotion system should be reviewed.

1. (G)
   Assessment, curriculum and academic structure

1. Academic structure
   • Some parents, students and respondents from the education sector express that they prefer a system of 6-year primary education, 6-year secondary education and 4-year tertiary education.
   • Many respondents support 9-year universal education. Some suggest to extend it to 11 years, or even 12 or 13 years.
   • Some parents, teachers, students, and social workers suggest that the education system should be more flexible to allow students who have dropped their studies earlier to re-enter the system.
2. Curriculum
   • Employers, educationalists, parents, and front-line education workers generally consider that the curriculum should be reviewed to enhance students' creativity, analytical power, critical thinking, and expression skills. Group projects, classroom discussions, visits/field trips/outdoor activities, and wider use of audio-visual aids are considered useful for the all-round development of students. Teachers should encourage students to make fuller use of resources in public libraries. Rote learning should be avoided.
   • Many parents and students express that too much homework stifles the interest in learning. They call for a review of the curriculum of primary and secondary education. Subjects of related nature can be integrated. This would result in fewer subjects and a more holistic approach to learning.
   • There are specific comments from some principals and teachers that the curriculum for General Studies (常識科) in primary schools is too crammed and not up-to-date.
   • Some parents consider that students in primary and junior secondary schools need only study the three core subjects of English, Chinese and Mathematics. Specialization should start after S5 or even at university level when students are mature enough to make choices and to decide on their career path.
   • Some respondents suggest to strengthen 'life education' and 'character development' in formal schooling. These should include social skills training, emotional development (emotional quotient), crisis management (adversity quotient), sex education, development of self-esteem and the ability to protect oneself against violence, abuse, hassles, and theft.
   • Many students and employers consider that the school curriculum should provide more practical knowledge and skills that are useful for future work.
   • Some parents, teachers, students, and respondents from the art and cultural sector suggest greater emphasis on music, sports, art (including performing art/drama), home economics and dancing.
   • Some teachers and parents consider that the Target Oriented Curriculum (TOC) is not effective in a large class of over 30 pupils.
   • Some educationalists and parents suggest a holistic approach to curriculum development to ensure a smooth transition from one education stage to another.
3. Assessment
   • Almost all respondents, including employers, teachers, parents, students, political parties express that the present education system is too examination-oriented. Specific suggestions are summarized as follows:
     • The Academic Aptitude Test (AAT) should be revised or abolished.
     • The Junior Secondary Education Assessment (JSEA) System should be reviewed to allow S3 students to remain in one school to complete their secondary education.
     • The Hong Kong Certificate of Education Examination (HKCEE) and the Hong Kong Advanced Level Examination (HKALE) should be combined into one school-leaving examination for secondary students.
     • S4, S5, S6 and S7 students can all sit for the 'HKCEE or equivalent'. In that case, a student will only need to take a few subjects in a year, and the pressure of public examination will therefore be greatly reduced.
     • There should only be tests or examinations on the three core subjects of Chinese, English and Mathematics in primary and junior secondary schools.
   • Some parents, students and employers suggest that public examinations should not be used as the sole mechanism to assess students' performance. School-based assessments and non-academic achievements should also be taken into account.
   • Some teachers and parents however still consider that public examination is the fairest way of assessing students' performance. They are of the views that some pressure is needed to ensure the standards of students.
4. Allocation of school places
   • The views are rather mixed on the allocation of school places. Whilst some parents suggest random allocation, some suggest that school places should be allocated in accordance with students' performance. In general, it is considered that no privilege should be given to anyone due to his or her connection, directly or indirectly, with the school.
   • Many respondents consider that the banding system should be abolished as soon as possible to avoid labelling effects on low academic achievers.

1. (H)
   Quality learning environment

1. Whole-day primary schooling
   • A large number of parents express that the Government should speed up whole-day primary schooling, and that the curricula should be reviewed to make the most effective use of the time in schools. A few respondents even suggest that there should be no homework after school.
2. Class size
   • Many teachers, parents and students ask for a reduction in class size (the majority favor 25-30 students in a class), in particular for low academic achievers. They express that a small class size would reduce teachers' workload and enable students to receive more attention of teachers.
3. Support for students with special education needs (SEN)
   • Some parents, social workers and respondents from the special education sector express the following views on special education:
     • More resources should be allocated to special education so as to cut down the waiting time for SEN students. The duration of study in special schools, such as practical school, skills opportunity schools and schools for social development, should be extended to S5.
     • Physically handicapped students should be provided with financial support for the procurement of technical aids in their pursuit of lifelong learning.
     • Lip language (唇語) should be replaced by a combination of lip and sign language (手語) for hearing impaired students.
     • The symptoms of unco-ordinated sensory and perceptual development (感覺統合失調) should be clearly defined and explained to teachers for early detection of students having such learning difficulties.
     • Integrated education should be extended to primary and secondary schools.
     • Closer ties among pupils, teachers and social workers should be established to provide assistance to pupils who have emotional and family problems, and are low achievers academically.
     • There should eventually be one social worker for each school.
     • Special/remedial classes should be arranged for new immigrant students to help them adapt to the new environment.

1. (I)
   Early childhood education

• Many respondents from the early childhood education sector suggest that the government should subsidize early childhood education and consider making it part of basic education.
• Nearly all respondents from the early childhood education sector mention the urgent need to strengthen professional training for child care workers and kindergarten teachers and raise entry requirements.
• Many early childhood education workers and parents consider it important for young kids to enjoy learning. They should not be forced to start writing at a very early stage and spell difficult English words.
• Some respondents suggest that there should be tighter control on the operation of kindergartens to ensure that they follow the guidelines laid down by ED. In particular, the curriculum guidelines for early childhood education should be strictly enforced.
• Parent education is considered important by many early childhood education workers.

1. (J)
   School education

1. To develop potentials and to encourage pursuit of excellence
   • Some respondents from the education sector consider that the main purpose of assessments is to monitor the performance of students. Remedial action should be taken to help students attain the minimum standards.
   • Some parents and students suggest that students should be allowed to repeat classes to meet the minimum standards. Academically outstanding students should be allowed to 'skip a grade'.
   • It is suggested that a flexible credit system should be introduced whereby each subject should be considered on its own. A student should be allowed to repeat a certain subject in which he fails and at the same time, progress to a higher level for subjects which he passes.
2. To help life-long learning habits and skills
   • Many teachers and employers opine that students should be helped to develop the desire and the ability for self-learning throughout their school years.
   • Some students consider that they should be given the choice to select the subjects in which they are interested.
3. To co-operate with youth and social service organizations for the promotion of informal and non-formal education
   • Many respondents from the youth and social services sector consider that informal and non-formal education are contributive to the balanced develop of a student. They express their wish to work closely with schools to optimize resources for the development of quality education.

1. (K)
   Higher education

• Views are rather mixed on the provision of university places. Many parents and students want more university places. Some respondents, however, suggest to reduce the number of universities. They consider that resources should not be used to produce sub-standard graduates.
• Some parents and students propose that sufficient information should be provided for the selection of courses in universities.
• Some employers and respondents from the tertiary education sector suggest that undergraduates should be given the chance to practise in the field related to their studies during their tertiary education. Exchange programmes should also be encouraged to increase the international exposure of university students.
• A university head suggests that dialogue between the tertiary sector and the school sector should be maintained to dispel fundamental misunderstandings about the expectations of the universities.
• Many respondents call for a review of the tertiary admission criteria. They suggest that interviews should be conducted and the universities should take into account principals'/teachers' recommendations, and the overall performance of the students, academically and non-academically.

1. (L)
   Vocational education

• Employers, some teachers and respondents from the vocational education sector consider it necessary to enhance the status of vocation and technical education in Hong Kong, and to review its development in order to meet the future needs of trade and industry.
• Other suggestions from some teachers, parents and VTC are as follows:
  • a vocational dimension for school, tertiary and continuing education provision should feature in EC's review.
  • There should be an expansion of sub-degree/technician courses in Hong Kong's education system.
  • Appropriate vocational education should be provided to S3 and S5 school-leavers, fitting them better for the world of work.
  • Graduates of technical and vocational schools should be given means to pursue higher education given that they have attained the standard required.

1. (M)
   Continuing education

• Many respondents from the education sector suggest that Government should formulate a comprehensive plan for the development of continuing education in Hong Kong.
• Some parents and teachers consider that in promoting life-long learning, education institutions should provide suitable courses and employers should encourage staff to take part in these courses.
• It is suggested that university facilities, in particular libraries and computer rooms, should be open to the public at reasonable charges.

1. (N)
   Parent education

• Many respondents (especially teachers and youth/social workers) suggest that parent education is needed for the development of quality education.
• It is suggested that parent education should cover:
  • a change of parents' attitude towards quality education: parents should understand the need for all-round education and should not place too much emphasis on the academic achievement of their children;
  • an understanding of the development characteristics of children in various stages of education
  • the ways to bring up their children, e.g. how to improve their relationship with children; and how to handle the emotional problems of their children
• To promote parent education, some social workers, teachers and respondents from the community propose to
  • establish a 'parent school'
  • incorporate parent education or family education in the secondary school curriculum
  • introduce 'parenting' as a subject in adult learning
  • set up an 'educating families' campaign
  • strengthen the existing operation of the PTA and consider the establishment of regional parent groups

1. (O)
   Moral and Civic education

• A large number of parents, teachers, youth workers, employers and community groups consider that moral and civic education in schools should be strengthened.
• Some topics suggested by the various respondents are as follows:
  • sense of responsibility (to oneself, others, their families, the community, and the natural environment), and the sense of belonging to the community and the country
  • positive attitudes towards environmental protection
  • the principles of equal opportunity and the virtue of self-respect and respect for others
  • certain universal values, e.g. human rights and inter-cultural understanding
  • spiritual development based on 'love', 'peace', and 'justice'
  • traditional Chinese values on maintaining a harmonious relationship with members of their family and on fulfilling one's obligations in the community
  • valuable attributes in dealing with people (politeness, integrity and affability) and in handling matters (sense of responsibility, perseverance, and enthusiasm)
  • commitment to national identity, and understanding and appreciation of Chinese history and culture
  • Some respondents consider that it is important for parents and teachers to set good examples in their daily lives.