1. Hong Kong case study
Mary James

2. High performing jurisdiction
PISA results for 15 year olds: mean scores and rank
Reading
Mathematics
Science
Mean
Rank
2015
527 2
548
523 9
2012
545
561 3
555
2009
533 4
546

3. If it ain’t broke, why fix it?

4. Identified challenges
Creating breadth and balance in the curriculum for development of the whole person in 21st Century - knowledge, skills and attitudes
Creating multiple pathways into HE and adult life – academic and vocational and mixes of both
Promoting critical and creative thinking and a humanistic mindset
Promoting pedagogical change – away from so much direct teaching, rote learning, drilling for tests
Catering for increasing student diversity
Promoting assessment for/as learning in a competitive environment

5. Ten year educational reform programme: 2002-2012
Central Aims:
To promote all-round (whole person) development
To promote lifelong learning to meet the needs of life and work in 21st Century
The whole programme is known as Learning to Learn (its continuing renewal phase is Learning to Learn 2.0)

6. Reform management Direction set by the Education Commission (EC)
HKSAR Legislative Council (LegCO) committed funds
Blueprint for reform set out by the Curriculum Development Council. CDC also monitored throughout e.g. approving curriculum guides
Managed by the Education Bureau (EDB) led by the Sec. for Education but with day-to-day management devolved to Deputy Sec for Curriculum and Quality Assurance. EDB communicated, consulted, collaborated, negotiated with:
Heads of Universities Committee
HK Examinations and Assessment Authority (HKEAA)
Curriculum Development Institute (CDI)
Quality Assurance Division (inspectors)
Text book and other resource producers
Teacher Educators (initial and continuing) including teachers seconded to the EDB
School Principals and Teachers’ unions
Employers
Parents and students
Mainland and overseas agencies
Press and media
Whole school development (all Principals had 4-day training)

7. 3 main elements of reform
New Academic Structure (NAS) (Secondary to Tertiary)
New curriculum – introduced progressively:
Basic Education (5-14) – 2002 onwards
New Senior Secondary (NSS) (15-17) – onwards
Hong Kong Diploma in Secondary Education (HKDSE) (17) – first award in 2012

8. Previous & New Academic Structures
Previous Structure
(“ ”)
New Structure
(“3+3+4”)
3-Year Undergraduate Degree
4-Year Undergraduate Degree
HKALE
Secondary 7
New public examination leading to HKDSE
Secondary 6
Senior Secondary 3
HKCEE
2011/12
Secondary 5
Senior Secondary 2
Secondary 4
Senior Secondary 1
Secondary 3
Secondary 3
Secondary 2
Secondary 2
Secondary 1
Secondary 1
2006/07

9. Hong Kong School CurriculumPE
Tech
Arts
Other
Learning
Experiences
Chi
Eng
Math
PSHE
Sci
NSS
S1-3
Liberal
Studies
2-3 Elective Subjects
Primary
General
Key Learning Areas

10. HKDSE- a profile of achievements and experiences
Three categories:
A: Standards referenced reporting, on a scale of 1-5**, of examination results in 4 core and 2 to 4 elective subjects. (Level 5 is equivalent to grade A at A Level; 5** exceeds A*)
B: Moderated assessments in Applied Learning (vocational) subjects); two levels ‘Attained’ and ‘Attained with distinction’ (latter equivalent to Level 3 above)
C: Other languages assessed by CIE, graded A to E as in AS level
Other Learning Experiences (moral, civic, career, community, aesthetic, physical) are recorded in a Student Learning Profile.

11. University admission requirements
Levels profile the minimum entrance requirement for undergraduate programmes in HK i.e. Level 3 for Chinese Language and English Language, and Level 2 for Mathematics and Liberal Studies (the Core subjects)
Individual institutions then decide level required in other elective subjects
Associate Degrees and Higher Diplomas accept Level 2 in five HKDSE subjects, including Chinese and English

12. Impact of the reforms

13. Increased access and performance
Numbers of students entered and ‘graduating’ with the HKDSE at 17 is double the number who graduated with HK A Level certificates at 18 under the old system.
More than 85% of the first cohorts of school leavers through the new system progressed to further study with about 40% enrolled on undergraduate programmes.
Note: the previous system was highly selective and only 30% proceeded to upper secondary education.

14. Impact on science subjects
Although always popular, entries to single sciences have increased and the standard has been maintained.
A much larger proportion of candidates now attain the highest grades
Note: The HKEAA engaged in an extensive international benchmarking activity to assure standards of the new qualifications

15. Percentage high grades/levels in science subjects
HKALE
HKDSE
‘09
‘10
‘11
‘12
‘13
‘14
‘15
‘16
‘17 A 5
Bio
2.7
2.5
2.9
15.7
17.2
17.0
18.8
18.9
19.3 Ch
3,5
3.3
4.0
21.0
23.3
25.1
26.4
25.6
26.6
Phy
4.1
4.7
23.8
26.2
27.2
27.1
26.5
28.9

16. Causes for concern
Gender-stereotyped choices of elective subjects persists
STEM and ICT literacy still need more attention (possible cause for the dip in PISA science results)
Liberal Studies is somewhat controversial (especially teaching of national identity)
Workload and stress for teachers and students (spate of suicides in )
Cost of the reforms (20.3% of govt. expenditure committed in 2013 – compared with 12.95% in UK)

17. Lessons to be learned

18. Hong Kong’s experience
It is possible to establish a broad and balanced SS curriculum without sacrificing excellence
But this needs:
A long term educational vision
Continual renewal
Professional development of teachers and resources
Joined-up thinking and collaboration at system level
Continuous and genuine consultation with stakeholders
Protection from political interference once a path is agreed