Final presentation some title

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Final presentation some title

  1. 1. Brendan McLoughlin Paul Moan Giao Tran THE IMPACT OF 334 ON CARITAS FRANCIS HSU COLLEGE AND CARITAS BIANCHI COLLEGE OF CAREERS 1
  2. 2. Hong Kong’s economy 1980s • East Asian Industrial Center • Demand industry workers • China’s ‘Open Door’ policy 2
  3. 3. Hong Kong’s economy 1980s 1990s to present • East Asian Industrial Center • Demand industry workers • China’s ‘Open Door’ policy • Primarily service based • Competitions in East Asia • Demand higher-educated worker 3
  4. 4. Problems in Education System 85 HKCEE HKALE 80 79.9 79.2 77.7 79.3 79.7 78.8 78.9 78.3 Percentage 75 71.8 70 71.7 72.3 72.7 2004 2005 73.4 70.3 69.4 67.5 65 60 1999 2000 2001 2002 2003 Year 2006 4 • 3+ 2 + 2 + 3 system • Exam – elimination based • HKCEE and HKALE • Produce primarily secondary work force • Do not meet the higher education work labor demand
  5. 5. Education Reform (2000 – present) New Structure (“3+3+4”) Current Structure (“3+2+2+3”) • 3 + 3 + 4 system (i.e. 334 reform) • One final exam – HKALE HKDSE • More students entering tertiary level • Life-long learning skill 4-Year Undergraduate Degree 3-Year Undergraduate Degree HKDSE Secondary 7 Secondary 6 Senior Secondary 3 Senior HKCEE Secondary 2 Secondary 5 Secondary 4 Secondary 3 Secondary 2 Secondary 1 5 Senior Secondary 1 Secondary 3 Secondary 2 Secondary 1
  6. 6. The Caritas Colleges • Caritas Francis Hsu College and Caritas Bianchi College of Careers • Self financed • Between secondary and tertiary level →Directly affected by the reform 6
  7. 7. The effects of 334 • Large reduction in number of incoming students during transition year • Re-adjustment of curriculum • Effect administrators, teachers, students and parents • Lack of research and help from government 7
  8. 8. Change • Reforms are not easy • Everyone resists change • Especially hard on teachers • CFHC + CBCC have post reform plans
  9. 9. Goal Provide recommendations to CFHC and CBCC on how to best navigate the impending educational reforms as successfully as possible.
  10. 10. Objectives • Analyze CFHC + CBCC’s teaching methods. • Identify strength and weaknesses in existing CFHC and CBCC’s curricula. • Determine how participants view the upcoming reforms • Plan for flexibility within the educational systems to allow for future modifications
  11. 11. Methods -Teachers -Administrators -Secondary Students -Tertiary Students (CBCC and CFHC) -Focus Groups -Interviews -Surveys -curriculum map Goal -concerns/apprehensions -teaching methods -student opinions and experiences 11
  12. 12. Curriculum Mapping 12
  13. 13. Administrators • Interviews – Opinions about the reform – Suggestion for change – Helping teachers http://www.indusschool.com/seminar/pic_mh_news_ceo1.jpg 13
  14. 14. Teachers • Focus groups – Teaching method – Thoughts about the reform – Needs throughout the reform http://disguisedgods.files.wordpress.com/2009/07/dead-poets-society-1.jpg 14
  15. 15. Secondary Level Students • Survey – Plans after graduation – Thoughts about the reform – Opinions of Hong Kong schools http://upload.wikimedia.org/wikipedia/commons/b/b3/High_school_stu dents_eating_Ramen.JPG 15
  16. 16. Tertiary Level Student • Survey – Schools’ needs • Focus Groups – Student experiences http://www.mindtreasures.com/images/students.jpg 16
  17. 17. Future of CFHC and CBCC • “learning institution” • Built in flexibility • Future change is inevitable 17

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