Part II Career-oriented Studies (COS)
Chapter 12 Critical Milestones
Key Areas 2006 2007 2008 2009 Policy on SEN
“334”
Implementing the NSS (SEN) Curriculum
Development [paras. 8.4-8.8, 11.9, 12.2]
Producing guidelines for NSS(ID) with broad framework on core and electives for implementing R&D projects Launching R&D project on NSS(ID) curriculum
Developing1st draft of C&A Guides for NSS(ID)
Developing 2nd draft of C&A Guides for NSS(ID) Revising and consolidating the C&A Guides for NSS(ID)
Learning / Teaching (L/T) resources [para. 11.9]
Disseminating curriculum exemplars on NSS(ID)
Disseminating by phases curriculum resources, packages & exemplars on NSS(ID)
Professional Development Programmes [paras.
9.9-9.12]
Workshops for heads and teachers of special schools PDP for heads and teachers of special schools such as Curriculum leadership and management;
Implementing IEP and Curriculum adaptation on NSS(ID)
Focusing PDP for heads and teachers for students with ID to match the development of R&D project such as
Development of network learning community Student Learning Profile
Enriching subject knowledge on specific KLAs Sub-levels learning outcomes
Assessment and HKEAA Recognition [paras. 8.4, 9.6, 12.2]
Collaborating with HKEAA in developing LOF for students with ID
Reviewing and revising the LOF for students with ID
Consolidating the LOF framework for students with ID Studying and developing systemic assessment for students with ID in collaboration with HKEAA
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Chapter 13 Communication with Stakeholders
13.1 In the Action Plan, a multi-pronged strategy for managing the complex change to the new academic structure was presented. The four elements of this strategy, namely coherence-making, setting up critical milestones, periodic review for timely responsive adjustment, and enhancing participation and communication, will continue to be applied vigorously on the issues covered by this documents as well as the other facets of the “334” reform.
13.2 In formulating details to substantiate this document, EMB has made good reference to the Action Plan to ensure close alignment of key issues with the holistic policies for “334”. Results from the present consultation will contribute to the writing up of the Senior Secondary Curriculum Guide to be released later this year. The Critical Milestones in Chapters 6 and 12 will guide further work and a regular review process will be an essential feedback mechanism for determining whether adjustments are necessary.
13.3 There will be on-going review of the processes leading up to each critical milestone. Inputs from local and international consultants and stakeholders will be sought, focus group meetings will be organised, curriculum visits will be made, and regular review/evaluation will be used to provide formative feedback.
Timely actions would be taken to ensure that each critical milestone is achieved.
13.4 EMB is grateful for the very high level of participation and commitment of the school sector in its consultative efforts. The feedback has led to some significant improvements in the curriculum design. Through continuous dialogue at every level, practical issues and concerns have been unearthed for timely action.
Stakeholders have also demonstrated substantial support to the direction of the reform.
13.5 It remains our firm belief that the reform of the new academic systems will succeed when the whole community in Hong Kong contributes to it and if there is an effective sharing of effort and expertise.
13.6 On this basis, EMB will continue to seek communication with school leaders, school sponsoring bodies, teachers, parents, students, employers, tertiary institutions, professional bodies and various government agencies and non-governmental organisations through -
the “334” Web Bulletin
Formal advisory bodies such as Education Commission, CDC and Standing Committee on Language Education and Research (SCOLAR)
Submission and explanation at the relevant panels and sub-committees of the Legislative Council
Regular liaison meeting/forum with different parties Visits to schools
Other forms of submission
13.7 Formal consultation on the issues described in Parts II and III will commence immediately after release of this document. Separate briefings on COS and NSS academic structure for special schools will be arranged for schools, course providers and other stakeholders. Follow-up surveys will also be conducted with schools to help finalise the proposals. Key information will be updated to the “334” Web Bulletin to facilitate discussion.
13.8 Interested schools will be invited to take part in the pilot projects from 2006 onwards to help develop the NSS(ID) curriculum. As for COS, the finalised proposals on curriculum and quality assurance will be piloted on a limited scale in the 2006-08 cohort. Tertiary institutions, professionals and industry experts will be involved in the research efforts. Experience gained in the pilots will be channelled into regular evaluation exercises with the aim to inform the implementation of the new academic structure.
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Appendix 1 The Two Streams of COS Pilots
COC Pilot 2003-05 sy 2004-06 sy 2005-07 sy
No. of course providers 2 2 4
No. of courses
12+2 (12 COC pilot
courses + 2 partnership courses offered by
VTC)
32 32
No. of schools
57+7 (57 COC pilot
schools + 7 VTC partnership
schools)
132 133
Total student enrolment
588 Mode 1: 382 Students from VTC partnership schools:
206
1 979 Mode 1: 870 Mode 2: 1 109
(50 classes)
2 919 Mode 1: 808 Mode 2: 2 111
(84 classes)
PYJ/Secondary Schools
Collaboration Project 2004/05 sy 2005/06 sy
No. of schools 10 18
No. of classes 17 29
No. of students enrolled 550 939
Appendix 2 COC Courses Offered for the 2005-07 Cohort
Course Course Provider
Arts and Media
Cartoon Character Design Vocational Training Council
Fundamental Movie Production Caritas Adult and Higher Education Service Multimedia Game Design Vocational Training Council
Video Production Vocational Training Council
Business
Business Enterprise Start-Up Vocational Training Council
Logistics Fundamentals Caritas Adult and Higher Education Service Practical and Computerised Accounting for
Small and Medium Enterprises
HK Association of Accounting Technicians - Caritas Adult and Higher Education Service Practical and Computerised Accounting for
Small and Medium Enterprises
HK Association of Accounting Technicians - Vocational Training Council
Design
Fashion Design Caritas Adult and Higher Education Service Fundamental Fashion and Image Design Vocational Training Council
Hair Design Vocational Training Council
Introduction to Creative Design for Product,
Interior and Advertising Vocational Training Council
Spatial Interior Design Caritas Adult and Higher Education Service Engineering
Architectural Design and Model Making Vocational Training Council
Automotive Technology in Practice Caritas Adult and Higher Education Service Fundamental Building Services Vocational Training Council
Fundamental Vehicle Servicing Vocational Training Council Intelligent Robot and Design Vocational Training Council
Food Production and Management
Fundamental Chinese Food Preparation Vocational Training Council Fundamental Food and Beverage Service Vocational Training Council Fundamental Western Bakery and Pastry Vocational Training Council Fundamental Western Food Preparation Vocational Training Council
Information Technology
Computer Networking Vocational Training Council Creative Multimedia Studies Vocational Training Council
Leisure, Tourism and Hospitality
Fundamental Hotel Operations Vocational Training Council
Fundamental Travel and Tourism Services Caritas Adult and Higher Education Service Introduction to Leisure and Tourism Studies Vocational Training Council
Performing Arts
Introduction to Theatre Art Hong Kong Academy for Performing Arts Make-up and Body Painting Caritas Adult and Higher Education Service Modelling and Personal Image Caritas Adult and Higher Education Service
Services
Beauty Therapy Caritas Adult and Higher Education Service Fundamental Health Care Practice Caritas Adult and Higher Education Service Taking Off in the Retail World Vocational Training Council
Appendix 3 Project Yi Jin
Project Yi Jin (PYJ) is a second-chance programme targeting at mature students re-engaging in education or school-leavers who were unsuccessful in the Hong Kong Certificate of Education Examination (HKCEE). PYJ was launched in October 2000 as a bridging programme to provide an alternative route and to expand the continuing education opportunities for the target groups. It is run by the Federation for Continuing Education in Tertiary Institutions (FCE). A student who has successfully completed the 10 modules will be awarded a Certificate.
This PYJ Certificate has been assessed by the Hong Kong Council for Academic Accreditation as comparable to five passes in HKCEE for continuing education and employment purposes. Holders of the PYJ Certificate can further their studies in the member institutions of FCE. They are also accepted by Government as meeting the entry requirement of over 30 civil service posts which require five passes (including English and Chinese) in HKCEE.
Appendix 4 Establishment of a Qualifications Framework and Its
Associated Quality Assurance Mechanism
The advent of globalisation and rapid advances in information technologies have triggered fundamental changes to the economic structure of Hong Kong. The world we are living in today is one interdependent global market place. Technological advancements have reduced the distance between nations and people. It also brings direct competition into markets of both products and services. Hong Kong is transforming into a knowledge-based economy in order to maintain its competitiveness.
The exponential growth of knowledge means that knowledge and skills become obsolete relatively rapidly. There is a limited shelf life for what we have learnt from school and through work. Life-long learning is no longer a slogan but a fact of life as we recognise the need for everyone to continue to upgrade and update oneself so as to keep pace with changes and remain competitive in the workplace.
About 33% of our working population have educational attainment at or below junior secondary level, while the proportion of the workforce with tertiary education is about 27%. There is mismatch between job requirements and the qualifications of workers. It is clear that we need to upgrade the quality of our human capital and provide individuals with opportunities to optimise their potential to meet the ever-changing demands of the economy.
The existing education and training system in Hong Kong is inadequate in fostering a vibrant, flexible and responsive environment that promotes life-long learning.
There is a proliferation of qualifications in the market, which lack common benchmarks of quality. Both learners and industry are uncertain about the outcomes of education and training and whether their needs are adequately met. Progression ladders are unclear, thus making it difficult for learners to draw up their own roadmaps to upgrade themselves and acquire higher qualifications.
To address these inadequacies and foster an environment conducive to life-long learning, the Government decided in February 2004 to establish a cross-sectoral Qualifications Framework (QF) and its associated quality assurance mechanism for Hong Kong. The framework will enable the development of flexible and diverse progression pathways with multiple entry and exit points. There will be common benchmarks for
quality assurance of qualifications. The framework will also serve as a platform that facilitates articulation to maximise flexibility of learning. With better clarity of programmes and qualifications, learners can map their own progression pathways to their destinations. Employers will have a better understanding of the complex range of qualifications available.
The Qualifications Framework
The QF is a seven-level hierarchy that orders and supports academic as well as vocational qualifications. Each level is characterised by a set of generic descriptors that are outcome-based. The outcome standards state, in broad terms, what a person should know, understand and be able to do at a particular level. In the academic field, outcome standards are the learning outcomes that are set by scholars. In the vocational field, outcome standards are determined by members of the respective industries through a consensual process. As a voluntary system, the QF provides objective benchmarks for quality assurance of different levels of qualifications, giving clear information on the standard of courses, qualifications and providers.
Specifications of Competency Standards
The QF is underpinned by industry-specific competency standards, known as the Specification of Competency Standards (SCS). They represent the industry benchmarks for the skills, knowledge and attribute required for good performance at different levels.
The specifications are practical, and at the same time sufficiently broad and flexible, encompassing not only the needs of today, but also projected requirements in the foreseeable future. They will become the basis for curriculum design of related education and training courses. As the outcomes of qualifications cover the skills and standards required of the workforce, the SCS-based qualifications will be valued by the industries and employers.
The Education and Manpower Bureau is setting up Industry Training Advisory Committees (ITACs) to develop SCSs under the QF. So far, ITACs have been formed for nine industries, namely, Printing & Publishing, Watch & Clock, Chinese Catering, Hairdressing, Property Management, Electrical & Mechanical Services, Jewellery, Information & Communications Technology, and Automotive. The ITAC comprises
the following months. Overseas experience suggests that it will take considerable time to develop a comprehensive QF that covers all economic sectors. We hope that with the support of the stakeholders, it will not take us too long to cover the majority of trades and industries that employ the bulk of the workforce.
Credit Accumulation and Transfer System
The whole and modular qualifications under the QF are defined by levels and credits, which provide a measure of the height and depth of the education and training outcomes. Consequently, it is vital to have a common approach to assign credit and ensure its consistent application in order to achieve credit accumulation and transfer (CAT). Career-oriented Studies (COS) in secondary schools will be credit-based to facilitate advancement to further education and qualifications.
To pursue life-long learning, workers particularly require flexibility in the mode and pattern of learning to cater for their work and family responsibilities. A CAT system will provide the flexibility to suit individual circumstances and minimise duplication in training.
At present, there is no institutionalised CAT system in the tertiary education sector. The successful implementation of a CAT system for the sector will rely on the willingness and readiness of the tertiary institutions to come together to formulate a mutually acceptable arrangement. As a matter of priority, we focus on the sector below degree level, which is diverse and in greater need of a common credit approach. When a common credit approach has been established for this sector, they should be unified with the degree sector subsequently for CAT purpose. We are conducting a study to develop a common credit approach for the sector below degree level.
Quality Assurance Mechanism
To ensure the credibility of qualifications awarded by a wide range of education and training providers under the QF, we need to develop a mechanism of academic and vocational accreditation to assure the quality of these qualifications. To this end, we introduced the Accreditation of Academic and Vocational Qualifications Bill (the Bill) into the Legislative Council in July 2005. A Bills Committee is scrutinising the Bill.
Under the Bill, we have specified the Hong Kong Council for Academic Accreditation (HKCAA) as the Accreditation Authority and the Qualifications Register (QR) Authority. HKCAA is tasked with the responsibility of assuring the quality of qualifications recognised under the QF. As the QR Authority, HKCAA is required to administer the QR, which will be a web-based database on qualifications, learning programmes and providers that are recognised under the QF. The Register will provide a centralised source of information for reference by the general public including learners, employers, providers, as well as the local and international communities. Subject to the enactment of the Bill, the QR will acquire a statutory status and become the public face of the QF.
The QF and the COS
Both the QF and the reform of the academic structure for senior secondary education and higher education (the “334” reform) serve the common goal of promoting life-long learning and catering for the need of multiple and flexible progression pathways.
For the COS, their assessment should be competency-based and school-based. They will seek their currency through reference to the QF, in particular, the SCSs. The completion of COS will lead to the award of a modular qualification (i.e. Statement of Attainment of a number of competency units) of the industry.
With the production of SCSs by the industries, the education and training providers can design suitable SCS-based courses for students. Under the QF, the modular qualifications can be accumulated and converted into whole qualifications over time. In other words, COS will lay a good foundation for students to pursue further studies in post-secondary institutions, or attainment of professional qualifications.
For further information on the QF, please visit the following web-site:
http://www.hkqf.gov.hk (only Chinese version is available at the moment).
Appendix 5 Sabbatical Leave for Teacher Professional Development Scheme
The Sabbatical Leave for Teacher Professional Development Scheme will be piloted on a small scale in the 2006/07 school year. The aim of the scheme is to enable serving teachers to engage in full-time study while maintaining a steady salary income.
Under the proposed scheme, teachers may take one-year (or two-year) study leave to undertake full-time study. The teachers will be paid 80% (or 66% for two-year study leave) of their prevailing salary in the leave period. The salary paid in the leave period will be gradually deducted from the salary in the next four years. The practicability of this initiative and the administrative issues involved will be reviewed before announcing the details of the scheme.
Appendix 6 Continuum of Learning Needs of Students with ID
Learning Needs Components of
Learning low capability moderate capability high capability
Core Communication:
To comprehend and respond to familiar instructions and
conversations experienced in daily life situations.
Pre-Mathematical Development:
To comprehend pre-mathematical concepts that enable the child to orientate himself/herself in physical and social environment, e.g. colour, size, location, space, time and one-to-one matching.
Independent Living:
To become aware of familiar people, objects and events; to acquire skills for performing routine daily task with the help of others.
Functional Chinese:
To communicate with restricted speech and text in familiar daily life and work situations.
Functional Mathematics:
To understand mathematical concepts sufficiently to be able to apply them in daily transactions and other functional or social activities, e.g. shapes,
numbers, volume, numerical presentations such as graphs and simple computations .
Independent Living:
To have some capacity to initiate actions and accept responsibility in daily life situations.
Chinese Language:
To communicate reasonably well in speech and text in familiar and contextual work and daily life situations.
Functional Mathematics:
To apply computation skills in daily transactions and planning, such as calculating total expenditure, comparing prices and estimating monthly expenditure, etc. and
mathematical knowledge and skills in interpreting and producing data such as comparing sizes and presenting simple statistical findings.
Independent Living:
To have the capacity to plan for themselves a way of living that one finds fulfilling and worthwhile.
Learning Needs Components of
Learning low capability moderate capability high capability
Electives To participate in and learn to enjoy cross-curricular activities such as enjoying music and rhythmic movement, etc.
To develop an interest in
cross-curricular studies and acquire knowledge through related KLAs and vocational exposure.
To cultivate an interest in
cross-curricular studies and acquire knowledge through KLAs/subjects, COS/vocational preparation for further development.
Other Learning Experiences
To apply skills in taking care of one’s physical, mental and social-emotional needs through various learning experiences for transition to adult life.
To understand and regulate one’s physical, mental and social-emotional needs through various learning
experiences for transition to adult life.
To understand, develop and assess one’s physical, mental and
social-emotional needs through various learning experiences for transition and planning of adult life.
Bibliography
Publications
Kohler, P.D. & Field, S. (2003). Transition-focused education: Foundation for the future.
The Journal of Special Education, 37(3), pp.174-183.
Kraemer, B.R. & Blacher, J. (2001). Transition for young adults with severe mental retardation: School preparation, parent expectations, and family involvement. Mental Retardation, 39(6), pp.423-435.
Lieberman, A. & Miller, L. (eds.) (2001). Teachers Caught in the Action: Professional Development that Matters. N.Y.: Teachers College, Columbia University.
Luongo-Orlando, K. (2003). Authentic Assessment: Designing performance-based tasks.
Markham, Ont.: Pembroke Publishers.
McNamara, O. (ed.) (2002). Becoming an Evidence-based practitioner, Routledge Falmer: London and New York.
Spinelli, C. G. (2002). Classroom Assessment for Students with Special Needs in Inclusive Settings. Upper Saddle River, N.J.: Merrill Prentice Hall.
Reports
Organisation for Economic Co-operation and Development (2000) From initial education to working life – making transitions work, Paris: Organisation for Economic Co-operation and Development.
Organisation for Economic Co-operation and Development (2000) Motivating students for lifelong learning, Paris: Organisation for Economic Co-operation and Development.
The World Bank (2005) Expanding Opportunities and Building Competencies for Young People – A New Agenda for Secondary Education, Washington, DC: The World Bank.