MEASURES TO HELP STUDENTS WHO ARE UNMOTIVATED OR WHO HAVE SEVERE LEARNING PROBLEMS

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Assistant Inspector (Graduate) would be required. Upon the establishment of the CDI in 1992, the professional team could become part of it.

4.3.14 The expenditure involved in conducting the pilot project and the research is shown below ($

million at current prices)

-92-93 93-94 94-95 95-96 96-97 97-98 98-99

Recurrent 1.08 4.64 3.81 4.75 4.85 4.95 5.41

Non-recurrent 0.58 0.58 0.14 0.34 0.22 0.22 1.46

Total 1.66 5.22 3.95 5.09 5.07 5.17 6.87

4.4 MEASURES TO HELP STUDENTS WHO ARE UNMOTIVATED OR WHO HAVE SEVERE

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4.4.2 Firstly, we look at students who are unmotivated towards school work. Due to their lack of interest in the common-core curriculum and consequent frustration with their schooling, some students may become dropouts or delinquents. What is needed, we think, is an alternative education which places less emphasis on academic subjects and more on practical skills. This education would prepare these students either for direct employment at the end of Secondary 3 or for entry into apprenticeship schemes. We propose that the best means to offer a diversified curriculum is to establish practical schools which provide a more practically orientated curriculum that would cater for Secondary 1 to Secondary 3 students. In these schools, apart from academic subjects such as Chinese, English, Mathematics, Integrated Science and Social Studies, practical subjects such as Electrical Studies, Accommodation and Catering Services, Book-keeping and Typing would be taught. In parallel, non-curriculum based skills such as Hairstyling, Gardening, Photography and so forth would be offered. This range of subjects and skills would better stimulate students' interest in learning. The CDI will be responsible for helping to develop a curriculum for such schools. To encourage more contact between students and teachers, classes would be smaller in practical schools - around 30 students in each class. The provision of a boarding section would be desirable to accommodate students whose home environment is not conducive to study.

4.4.3 We note that starting this September the Hong Kong Sea School (HKSS), with ED's assistance, is experimenting with a practically orientated curriculum. The HKSS, which is a boarding school, has a history of taking a more disciplined approach to schooling and being successful in helping students who are unmotivated or socially deprived. In order to give students who are unmotivated towards school work a chance to continue their studies in a way better suited to their interests and needs, we recommend that three more practical schools should be set up, each with a capacity for

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450 students, to provide the type of education described in paragraph 4.4.2. Clearly, the experience of the HKSS will be helpful in planning and developing the curriculum for practical schools.

4.4.4 The costs involved in building and running the three practical schools are as follows ($ million at current prices)

-1991-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99

Recurrent 1.19 1.78 2.37 9.03 13.78 23.84 31.01 31.01

Non-recurrent 1.07 8.09 3.17 10.49 10.16 17.74 1.25

-Total 2.26 9.87 5.54 19.52 23.94 41.58 32.26 31.01

4.4.5 We now turn to students who have severe learning problems who are estimated to account for the bottom 0.9% of the 12 to 14 age group. It is estimated that 2 400 students fall into this group. Their academic ability is such that they cannot benefit from the ordinary curriculum even with the help of the existing intensive remedial services. At present, there is only one school in Hong Kong, the CCC Nim Tsi School with 300 places, which caters for these students. To help them develop vocationally and socially, so that they may become self-sufficient and well-adjusted individuals in society, we propose that special skills opportunity schools be set up for junior secondary students. In these schools, skills-related subjects such as Office Practice, Keyboard Skills, Home Economics, Woodwork and Metalwork would be taught. The intention would be to enable these students to continue training at the operative level in skills centres run by the Technical Education and Industrial Training Department. Also offered would be classes in, for example, self-help and social skills, so that students may look after themselves upon leaving school. Finally, complementary studies such as ceramics, silk-screen printing and basic furniture-making would be organised outside school hours.

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To enable teachers to give students the necessary attention and support, classes in this sort of school would comprise around 20 students.

4.4.6 We note that the pilot scheme to try out this broadened curriculum which started in September 1989 in the CCC Nim Tsi School is progressing well. Should the pilot scheme prove successful and funds be available, we recommend that a further seven skills opportunity schools be established to cater for the 2400 students who are likely to benefit from this special schooling.

4.4.7 The expenditure involved in providing and operating skills opportunity schools is ($ million at current prices)

-1991-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99

Recurrent 5.97 18.09 35.82 52.24 63.46 66.73 66.73 66.73

Non-recurrent 6.12 17.70 23.63 19.26 7.63 0.48 -

-Total 12.09 35.79 59.45 71.50 71.09 67.21 66.73 66.73

4.4.8 Both the practical schools and the skills opportunity schools will provide an opportunity, currently lacking in our education system, for students who do not find the common-core curriculum wholly suitable for them. It could be argued that the establishment of such schools could have a negative labelling effect on these students and that the integration of the students in standard classes would be a better approach. We do not deny the advantages that integration brings. Children need to learn to interact with other children of different abilities and interests in an ordinary environment. However, integration of such students in ordinary schools has given rise to problems in class adversely affecting the education of all children in the school, and met with parental and teachers' resistance. Often, it has led to these students being stigmatized. This in turn may lead to behavioural problems and loss of

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self-esteem. Most importantly, however, we believe that these students lose out by being kept in the mainstream system. It is our view that the benefits to be gained by giving these children the education they need separately outweigh the advantages of integration.

4.4.9 As far as possible the ED will ensure that the wishes of parents are taken into account. No child will be sent to these schools unless they have been identified by such professional staff as SGOs, SGTs and EPs as being likely to benefit more from this type of education than that provided in mainstream schools in the public sector, and unless the parents agree. Where they do not, they will be free to find a place in a mainstream school in the public sector, but the decision as to whether or not to admit the child must rest with the principal. Clearly, the parents also have the choice of opting out of the public sector.

4.5 MEASURES TO HELP STUDENTS WHO WISH TO TRANSFER TO PRE-VOCATIONAL