• Save
Hong Kong Assuring and Improving High Quality Education
Upcoming SlideShare
Loading in...5
×
 

Hong Kong Assuring and Improving High Quality Education

on

  • 1,420 views

by Christopher Wardlaw

by Christopher Wardlaw

Statistics

Views

Total Views
1,420
Views on SlideShare
1,420
Embed Views
0

Actions

Likes
2
Downloads
0
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Hong Kong Assuring and Improving High Quality Education Hong Kong Assuring and Improving High Quality Education Presentation Transcript

  • Hong Kong : Assuring and Improving High Quality Asia-Pacific Leaders Forum on Secondary Education March 24-26, 2008 Mr Chris Wardlaw
  • Hong Kong Context
    • Professional qualifications “all graduate, all trained” not yet a reality (dramatic increase over past decade)
    • Student allocation to schools [Band by ability both primary and secondary]
        • primary one
        • secondary one
        • secondary six
    • Class sizes 30-40
    • Subvention non-secular
    • Primary education subject based
    • Specialized teaching (Chinese, English & Mathematics)
    • Medium of Instruction – English/Chinese
  • Reforms since 2000 to Reform analysis informed by multiple independent studies, consultations, continuous feedback Leading and managing change….
    • determine what students should learn (curriculum) 2. how school heads and teachers help students learn (pedagogy) 3. know what students have learned (assessment)
    View slide
  • Four Interrelated Areas of Reform Initiatives to Meet Global Challenges of 21st Century in “One Country, Two Systems” III. Assessment reform – balancing assessment of and for learning I. Systemic change and school improvement – coherence-making & devolution II. Curriculum & learning reform – whole- person development & life-long learning IV. Accountability & quality assurance – driving continuous improvement View slide
  • Systemic Change and School Improvement – coherence-making & devolution
    • 1. School-Based Management
    • 2. Funding flexibility and diversity of school system
    • Enhancing capacity in schools
    • To support – Curriculum and Learning Reform
  • Assessment Reform – balancing assessment of and for learning - reduce excessive tests, examinations and dictations to create more space for learning and teaching - promote the use of assessment data as feedback to learning - diversify assessment modes to improve validity - maintain the function of a credible public examination system at senior secondary level
  • Accountability and Quality Assurance – driving continuous Improvement Fundamental principles
    • Schools are the centre of change and improvement
    • Internal School Self-Evaluation complemented by External School Review
    • > To validate school self evaluation
    • > To provide feedback for
    • improvement
    • The process should be data driven and
    • evidence based
  • Curriculum and Learning Reform – Learning to Learn for whole-person development and life-long learning for ALL
    • 10 -year curriculum reform plan in basic education from 2002-03 to 2011-12 (Primary 1 – Secondary 3)
    • (Priority task – Reading to Learn)
    • New Senior Secondary (NSS) academic system for ALL from 2009 onwards (Primary 1 – 6, Secondary 1 – 6), and multiple pathways to further education & work
  • School Curriculum Framework since 2001 Value & Attitude Generic Skill P1- S3 General Studies 4 Core Subjects : Chinese Language, English Language, Mathematics, Liberal Studies (45-55%) 2-3 Elective Subjects out of 20 subjects or Applied Learning (20-30%) Other Learning Experiences including moral and civic education, community service, aesthetic and physical experiences and work-related experiences (e.g. job attachment) (15-35%) NSS 2009 Moral and Civic Education Intellectual Development Community Service Physical & Aesthetic Development Career-related Experiences
  • International Benchmarking of Education in Hong Kong
    • Four recent studies
    • 1. McKinsey and Co “How the Worlds’ best performing systems came out on top”
    • > HK found to be working on all parameters common to top performing and improving systems
    • 2. PISA 2006 (15 year olds)
    • > Science 2nd (third in 2003)
    • > Mathematics = 1st (three others, two others 2003)
    • > Reading 3rd (10th in 2003)
    • 3. Primary International Reading Literacy Study (PIRLS) (Primary 4) 2006
    • > 2nd (14th in 2001)
    • 4. TES World University Ranking
    • > 4 institutions among top 150 (18, 38, 53, 149)
    • Jurisdiction data sets also show we are improving on
    • already high standards, but there is no room for complacency
  • What is Hong Kong doing well ?
    • Coherent curriculum with high expectations
    • Treasures the training of basic skills and the grasp of fundamental concepts at basic education level.
    • Chinese culture values learning and provides extra incentives for students
    • Teachers with strong pedagogical content knowledge
    • Other factors include
      • Societal expectation
      • Parental involvement
      • Learning behaviour (time-on-task/structured teaching/homework)
      • Curriculum
      • Textbooks
    • But …………….
  • For example…..
    • In mathematics
    • Strength in computation is also a weakness
    • There is evidence suggesting that Chinese learners are relatively weaker in certain mathematics areas, in particular,
      • Data analysis
      • Statistics
      • Probability
  • Attitudes
    • Confidence in mathematics (Grade 8) (TIMMS)
    • PISA indicates very low self-efficacy and low connectedness to school of HK students
  • The Pyramid (Number of Students) 90% 36% 18%
  • Moving to a new academic structure in 2009 334 * Currently only one-third of students proceed to S6 New Structure (“3+3+4”) New public examination leading to HK Diploma of Secondary Education 2012 Current Structure (“3+2+2+3”) 4-Year Undergraduate Degree 3-Year Undergraduate Degree Secondary 7 HKALE HKCEE Secondary 6 Secondary 5 Secondary 4 Secondary 3 Secondary 2 Secondary 1 Senior Secondary 3 Senior Secondary 2 Senior Secondary 1 Secondary 3 Secondary 2 Secondary 1
  • New Senior Secondary curriculum in 2009 4 Core Subjects : Chinese Language, English Language, Mathematics, Liberal Studies 2-3 Elective Subjects out of 20 subjects or Applied Learning courses Other Learning Experiences including moral and civic education, community service, aesthetic and physical experiences and work-related experiences (e.g. job attachment) 45-55% 20-30% 15-35%
    • Creativity….
    • Communication….
    • Critical Thinking….
    • Values….
  • Developing creativity..
    • A demanding process of teaching, difficult to make routine, but
      • ask students to go beyond given information
      • give students time to think
      • use strategies and thinking techniques which involve creation
      • reward and value creative efforts
      • Biliterate & Trilingual Language ( 兩文三語 ) Policy
      • since 1997, English + Chinese (Cantonese & Putonghua)
      • Foreign languages as 3 rd /4 th language…
      • French, German, Hindi, Japanese, Spanish and Urdu ……
    Languages
  • Senior Secondary Mathematics as Core
    • The breadth & depth of curriculum
    • Catering for individual differences
    • A balance between content and understanding (doing and thinking)
    • “ Problem” solving and “problem solving”
    • Attitudes and values (confidence, perseverance )
    • Liberal Studies
    English Language Why is it a core subject? To ensure that students experience a broad education in their senior secondary years What does it provide to students?
    • Liberal Studies interactively borrows knowledge and perspectives from other subjects to enrich its study. Issues are chosen so that students have the opportunity to:
    • study contemporary events not covered by any single disciplines (Awareness)
    • expand perspectives beyond single disciplines (Broadening)
    • connect knowledge & concepts across different disciplines (Connection & critical thinking)
    X1 X2 X3 Mathematics Other Learning Experiences Chinese Language Issues in Liberal Studies
  • International Benchmarking Agencies for New Senior Secondary Curricula 2005
    • UCLES / Cambridge Assessment
    • International Baccalaureate
    • Advanced Placement (AP, USA)
    • Australian Council of Educational Research (Australia)
    • National Foundation of Education Research (UK)
    • SLO (The Netherlands Institute for Curriculum Development)
    • Singapore & China academics for Chinese language & history
  • Multiple strategies for professional development
    • Demonstration/master teaching
    • Lesson study
    • Collaborative school based model
    • Professional knowledge and pedagogy upgrading
    • Specialist teaching in primary mathematics and languages
    • Professional education community
    • Heavy resource commitment emphasisng on-site support
  • Big Challenges for Hong Kong Education Reform
    • High expectations of continuous improvement & HK as world class city
    • Close disconnect between what our students are capable of and what they believe they can do
    • Greater attention to supporting teacher professionalism
    • Balancing improvement and accountability matters
  • Values…. our young people will have….
    • a deep understanding of what it means to be a Hongkonger and a citizen of China and of the world.
    • a sense of responsibility for all in our society, regardless of their background, sex, race, social or geographical group.
    • perseverance and risk taking (never accepting defeat yet being prepared to fail).
    • an acceptance that the answers they are seeking may not be totally clear at first, but to build their understanding.
    • a willingness to collaborate and share, to listen to others’ points of view and to communicate their own viewpoint.