3.1 Secondary education is a critical starting point to kindle young people’s aspirations to pursue VPET. At this stage, students begin to have some thoughts about their future education and career directions and to make decisions accordingly, such as the choice of elective subjects of the HKDSE, VPET versus academic further education options, etc. To a certain extent, their decisions are often shaped by the predominant social and peer norms as well as advice from parents and teachers. It is thus of paramount importance to provide students with adequate exposure to and guidance on VPET early on to facilitate their informed choices in accordance with their orientations, abilities, and interests.
3.2 The Task Force notes that currently there are different programmes and activities that promote VPET and career-related information in secondary schools. At the junior secondary level, students are progressively provided with career-related experiences and exposure through life-wide learning activities. At the senior secondary level, students’ understanding of VPET is further enhanced through ApL courses, the career-related experiences embedded in OLE activities, and other subjects in key learning areas such as science and technology education. The Task Force is of the view that the existing channels should be suitably enhanced and adapted to strengthen their effectiveness in promoting VPET to secondary students.
Existing Promotional Channels of VPET in Secondary Schools LPE and the BSPP
3.3 Under the Senior Secondary Framework32, one of the seven learning goals is to enable students “to understand their own career/academic aspirations and develop positive attitudes towards work and learning”. This highlights the importance of career guidance and LPE in the secondary education curriculum. Within LPE, three key elements, namely self-understanding and
32 Education Bureau (2009), The Senior Secondary Curriculum Guide Booklet 1: The Student Programme to Achieve the Vision of the New Academic Structure – Whole-person Development and Life-long Learning, https://cd1.edb.hkedcity.net/cd/cns/sscg_web/html/english/main01.html.
41
development, career exploration, and career planning and management are related to students’ subsequent consideration of pursuing different articulation pathways, including VPET. At the junior secondary level, LPE focuses more on promoting students’ self-understanding and development; whereas the weighting of career exploration as well as career planning and management is progressively increased at the senior secondary level. Starting from the 2014/15 AY, the Government has provided stronger support for schools to implement LPE, including the provision of additional manpower through the disbursement of a recurrent Career and Life Planning Grant (CLPG) and granting flexibility for schools to convert the CLPG into regular teaching posts, as well as enhancing professional training for teachers through structured training courses and thematic seminars. A new dedicated Life Planning Information Website33 was also launched in September 2019.
3.4 To foster closer partnership between business entities/community organisations and secondary schools to support the implementation of LPE, the Government launched the BSPP in 2005. Through the BSPP, business entities and community organisations provide a wide range of career exploration activities to students on various industries and professions on a voluntary basis.
Examples of these activities include career talks, workplace visits, workshops, work experience programmes, and competitions. The BSPP leads students out of the classroom to gain a wider perspective of the world so that they can get prepared for life in society. Through this non-traditional learning platform, students can learn about various industries, explore their own career orientations, enhance generic skills, and develop work ethics, thereby acquiring an initial understanding of the workplace. Currently, the majority of BSPP activities target senior secondary students, while a few partners have been providing career exploration activities for junior secondary students as well. Moreover, the BSPP provides support for parents and teachers through workplace visits, talks, and workshops, with a view to equipping them with knowledge and skills to assist students in life planning. Since the 2014/15 AY, over 5 000 activities have been arranged by over 350 BSPP partners, benefitting more than 1 150 000 participants.
33 The Life Planning Information Website can be accessed at http://lifeplanning.edb.gov.hk.
42
ApL
3.5 ApL is another key channel to promote VPET in secondary schools.
ApL offers studies with equal emphasis on practice and theory linked to broad vocational and professional fields. Through application and practice, students can develop beginners’ skill sets, career-related competence, and generic skills.
ApL courses are offered as HKDSE Category B elective subjects to enhance diversification within the senior secondary curriculum. The ApL curriculum focuses on achieving the following two aims –
(a) enabling students to understand fundamental theories and concepts through application and practice, and to develop their generic skills in authentic contexts; and
(b) providing students with opportunities to explore their career aspirations and orientations for lifelong learning in specific areas.
3.6 For the 2019-21 cohort, ApL courses are offered in the areas of creative studies, media and communication, business, management and law, services, applied science, engineering and production, as well as ApL Chinese (for non-Chinese speaking students). Many of the ApL courses are vocationally-related, such as Aviation Studies, Railway Studies, Electrical and Energy Engineering, Hotel Operations and Western Cuisine, etc. The course provision aims for a balance between breadth and depth in ApL and for lateral coherence within the senior secondary curriculum. A flexible combination of ApL courses with core subjects, other elective subjects, and OLE broadens students’ learning experiences for a holistic learning, and helps students explore their career aspirations. Nonetheless, the current ApL curriculum is not intended to provide pre-vocational training.
3.7 Acknowledging ApL courses as a key platform for promoting VPET in secondary education, the 2014 Task Force has made a number of recommendations to promote ApL. Pursuant to the recommendations, the following measures have been implemented –
(a) providing 100% grant subsidies to schools for the ApL course fees from the 2016/17 AY and encouraging more schools to offer ApL courses
43
based on student aptitudes, abilities, and backgrounds; and
(b) encouraging course providers to arrange the accreditation of more ApL courses under the QF where appropriate so that apart from the HKDSE, students completing ApL courses may obtain a separate QF-recognised qualification for further studies in the relevant fields or entry into the industries concerned. For the 2019-21 cohort, all 39 courses are recognised under the QF, and are listed on the QR as certificate programmes at QF Level 3.
3.8 Furthermore, the 2014 Task Force suggested that post-secondary education institutions in Hong Kong give due consideration to the results of ApL courses attained by students in the HKDSE Examination during admission.
Currently, for further studies in sub-degree programmes, students are eligible to apply for admission to HD or AD programmes if they meet the minimum entrance requirements of Level 2 in five HKDSE subjects (including Chinese Language and English Language); and in general, each student is allowed to use up to two ApL subjects in the application. For further studies in undergraduate programmes, post-secondary institutions generally value the learning experiences acquired by students in ApL. ApL subjects are often used as elective subjects, or considered for the award of bonus points or as additional information, varying by individual institutions, faculties, or programmes.
3.9 At present, some course providers offer extension programmes for ApL courses, with a view to providing add-on learning opportunities with a workplace attachment or experience to help students explore their career aspirations and prepare for career development. These programmes are of 60 hours in duration and target Secondary 6 students who have completed the ApL courses and taken the HKDSE Examination.
3.10 The Task Force takes note of the pilot development of the “CLAP-TECH” initiative funded by the Hong Kong Jockey Club Charities Trust. The pilot project, which is operated in partnership with five secondary schools, the School of Continuing Education of the Hong Kong Baptist University and leading corporates, aims to develop a five-year VPET learning pathway setting students on path to academic success and career readiness in Information Technology (IT) and STEM-related disciplines. The pathway will commence
44
from early 2020 beginning with a newly developed ApL course named “Tech Basics”, with course fees fully subsidised by the Government, at the senior secondary level, followed by an industry-recognised HD programme with a focus on the areas of AI, data analytics, or cyber security. Interested students may also choose to proceed to top-up Bachelor’s degree programmes or enter into employment at the industry partner of the course upon graduation.
3.11 The key innovation of the pilot project is the close tripartite collaboration among secondary schools, post-secondary institutions and industry partners throughout the pathway development with industry partners as the key driver for mapping current and future skills in the curriculum design as well as providing mentoring support on life planning, meaningful workplace experience, and first-in-line interview opportunities upon graduation. Another key innovation is a clearly defined VPET articulation pathway which is duly recognised by employers and post-secondary institutions. The Task Force perceives the pilot project as a good opportunity to test how well this comprehensive VPET learning pathway is received by students, parents, and teachers. It will also provide a valuable experience for secondary schools, post-secondary institutions, and industry partners to work together in developing VPET learning pathways that are linked to future skills and industry needs for systematic talent development.
School-based Vocational Training Courses
3.12 In addition to the formal senior secondary curriculum, a few secondary schools have taken the initiative to develop and offer school-based vocational training courses in various disciplines, including creative arts, engineering, hospitality and catering, to suit the needs of their students. In particular, there are currently 14 courses offered by four schools at the senior secondary level that are quality-assured at QF Levels 1 – 3. The structure and design of these courses vary, with some running in parallel with the HKDSE curriculum in a dual-track mode. Industry partnership and workplace attachment are commonly featured in these courses. Upon completion of the dual-track courses, students are prepared for further studies at VPET-related programmes or immediate employment in relevant disciplines.
45
Major Views Collected during Public Consultation
3.13 From the consultation sessions and written submissions received, the respondents generally acknowledge the key role played by secondary education in shaping young people’s decisions on their education pathways. They also support the Task Force’s observation that there is a need to strengthen the promotion of VPET in secondary schools. Some salient points are summarised in the following paragraphs.
3.14 Recognising the significant role played by the BSPP in broadening the exposure of secondary students to different industries as well as facilitating their career exploration, the respondents agree that this effective existing platform should continue to be adopted. That said, most of them see a need for more robust and solid collaboration with industries and the business sector to improve the quality of these VPET-related programmes. For instance, the Government should assist schools in engaging more industry partners, including chambers of commerce, professional bodies, and corporate academies, to add diversity to VPET programmes, and step up support for these industry partners. Their efforts and contributions should be duly recognised, too.
3.15 The respondents also suggest that the Government improve the overall coordination of VPET programmes to ensure that activities at various levels are provided to address the diverse needs of students. Schools should also be provided with enhanced support in selecting and arranging suitable VPET activities. Among other things, more VPET and career exploration activities could be provided to students at an earlier stage, starting from the junior secondary level at Secondary 2 or 3. Other than targeting students, more teachers and parents are to be involved in these VPET activities as appropriate.
3.16 While appreciating the key role played by teachers or career masters in students’ choices to pursue VPET, the respondents generally acknowledge their inadequacies in terms of VPET and industry knowledge. Currently, teachers receive training on VPET and career guidance-related areas through various continuing professional development programmes. Other training institutions also offer dedicated training for teachers in relevant areas, including the Professional Certificate of VPET programme offered by the VTC. In this
46
connection, a sizeable number of submissions call for the Government to better equip teachers and career masters with knowledge and information about VPET through training of prospective teachers and professional development for in-service teachers. To ensure the relevance of these training, the respondents also consider that industry partners should be aptly engaged to share updated industry information and career progression pathways. Teachers should also be provided with the opportunity to participate in exchanges and placements to keep abreast of the latest VPET development, especially in relation to STEM, which is a key area in secondary education.
3.17 Other than teachers, the respondents note that parents also have a great influence over students’ academic and career choices. They consider that further steps should be taken to raise parents’ understanding of VPET and its prospects. During the public consultation, the respondents suggest that a suitable interface for the promotion of VPET to parents be parent-teacher associations (PTAs). Some of them also consider that parents’ networks and experience in the workplace should be better leveraged by PTAs to complement teachers’ inadequacies in industry knowledge. Parents working in different sectors could be invited to share with students their experience of pursuing VPET and real-life industry information.
3.18 With regard to ApL, the respondents broadly agree that the Government should continue to enhance ApL as one of the key vehicles to promote VPET at the senior secondary level, through exposing students to the career opportunities and the multiple articulation pathways available. In particular, they agree that VPET-related ApL courses are effective in providing students with an early understanding of the work environment as well as opportunities to explore their career aspirations for further pursuing VPET. Nevertheless, they consider that the scope of VPET-related ApL courses can be further broadened with contents enriched to include more vocationally-related elements. In this regard, a number of submissions call for further industry engagement in VPET-related ApL courses as well as introducing related industry attachments of meaningful duration to complement the classroom learning of ApL courses. In addition, the respondents suggest facilitating the implementation of ApL at schools through providing an option for students to start pursuing ApL at Secondary 4.
47
3.19 On the other hand, some respondents note that a number of secondary schools are currently offering school-based vocational training courses outside the territory-wide HKDSE curriculum, which could offer a valued alternative for students with different interests to pursue VPET. They urge the Government to provide more support and encouragement to secondary schools for the development of these courses and attainment of QF accreditation in accordance with the unique situation and student profile of each school.
Enhancement of VPET Programmes and Industry Participation
3.20 The Task Force sees a need to strengthen the promotion of VPET beginning from LPE in secondary education. Currently, the BSPP provides a useful platform for industry partners to disseminate VPET and career exploration activity information to schools. All along, since BSPP partners provide activities on a voluntary basis and in accordance with their availability of resources, the Government often has little control over the scope of activities offered. In particular, it is difficult to plan and provide a sufficient number of VPET activities that are more comprehensive in scale with in-depth exposure.
3.21 The Task Force recommends that the Government adopt a more strategic and coordinated approach in the planning and organisation of VPET programmes and activities in secondary schools through the existing platforms (including the BSPP, PTAs, and ITACs set up under the QF Secretariat (QFS)), with a view to improving their overall quality. Some proposed directions to take forward this recommendation are as follows –
(a) enhancing the overall approach for the promotion of VPET in secondary schools, such as considering whether a theme-based approach should be adopted instead of the current ad-hoc and one-off approach in organising VPET activities;
(b) improving the diversity and structure of VPET programmes and activities, including better coordinating resources and expertise of different BSPP partners to maximise synergy;
(c) engaging wider industry collaboration, such as considering the merits
48
of introducing new types of events (such as sharing sessions to facilitate exchanges on best practices between industry partners) and promotion methods (such as support toolkits for individual companies for the organisation of VPET programmes) to solicit the participation of new industry partners; and
(d) formulating an incentive programme to encourage more industry partners to provide VPET programmes and activities. Such incentives might take the form of non-financial recognition of the partners’ contributions. While there are views suggesting that financial incentives should be provided to BSPP partners, the Task Force is of the view that directly funding industry partners would be inconsistent with the voluntary nature of the BSPP. It would also be administratively costly and inefficient to vet the funding applications for activities that span across a wide range of industries.
3.22 The Task Force recommends that the Government encourage more industry partners to provide VPET activities for junior secondary students through the existing platforms, with a view to facilitating their consideration of various articulation options and selection of appropriate elective subjects for their senior secondary studies. For instance, a more targeted approach could be adopted to tailor these activities based on the abilities and interests of junior secondary students. At the same time, teachers and parents should be more involved in these activities as appropriate, so as to build their capacities in supporting students’ life planning, especially in relation to VPET.
Provision of External Advisory Service for Teachers
3.23 The Task Force recommends that the Government consider providing external consultancy and advisory service for teachers and career masters of secondary schools to complement current efforts to improve the quality of the guidance received by students regarding VPET. The Government could launch a pilot scheme to offer an external one-stop professional support service for teachers on a wide array of issues pertaining to VPET, including but not limited to the following –
49
(a) on-demand VPET consultation service – When advising students on their career choices and VPET, teachers are often unaccustomed to the different articulation details of VPET programmes or career progression ladders in industries of students’ interests. It is also infeasible for teachers to be completely familiar with the multiple opportunities available in the whole VPET sector through training. Therefore, an on-demand consultation service, through online chatrooms or telephone hotlines, could be provided for teachers to obtain accurate information on VPET as and when necessary;
(b) an online teachers’ kit – Apart from one-on-one career counselling, teachers often have to lead career exploration or VPET-related activities.
Different resources, including teaching aids, presentation slides, worksheets, and handouts, are helpful for teachers to promote VPET to students. As the contents of these resources are largely generic and common for different schools, the consultant could build an online teachers’ kit for reference and adaptation by teachers in school-based VPET activities, with a view to maximising synergy between schools and reducing the workload of teachers;
(c) professional development workshops for teachers – The consultant could engage the industry sectors in providing professional training workshops for teachers to boost their understanding of VPET as well as the latest development and manpower trends of different trades and professions. Exchange and placement activities could also be organised to provide teachers with first-hand exposure to VPET;
(d) on-site VPET activities for students – The consultant could arrange tailor-made on-site VPET-related talks, workshops, and other activities for students upon the request of schools. This should complement the activities under the BSPP to better cater for the specific requirements of individual schools and aim at enriching students’ VPET learning experience on a more holistic level; and
(e) consolidation of online VPET resources – Pursuant to the recommendations of the 2014 Task Force, a VPET portal was set up to disseminate information on VPET. In addition, there are other useful