Recommendation 7 : We recommend that provision of accommodation for non-local students of self-financing programmes should primarily be the institution’s choice and responsibility, and that the Government should play a facilitating role.
Recommendation 8 : We recommend extending the Accreditation Grant scheme to cover Institutions Reviews which are conducted for the purpose of enabling individual post-secondary institutions to achieve self-accrediting status in defined programmes areas (i.e. programme area accreditation status).
Recommendation 9 : We recommend that the suggestions to expand the scope, raise the level of assistance, and relax the eligibility criteria, of the existing financial assistance for students of self-financing post-secondary courses should be taken into account in a separate review on FASP.
Recommendation 10 : We recommend the release of more information on the development of the post-secondary sector for public consumption to increase market transparency.
Recommendation 11 : We recommend that there should be a close dialogue between the HKCAA and JQRC, to ensure comparability in quality and standards of programmes at the same academic level.
Recommendation 12 : We recommend a comprehensive review of the Common Descriptors for sub-degrees to evaluate past experience and recommend adaptations to meet changing needs.
Recommendation 13 : We recommend that, where resources permit, more publicly-funded articulation places should be provided, and that institutions should be encouraged to develop credit transfer mechanisms.
Recommendation 14 : We recommend that tracking surveys to gauge the opinion of employers on the performance of graduates of self-financing post-secondary programmes should be conducted.
Annex B
Review of the Post-secondary Education Sector Steering Committee
Membership :
Mrs Betty Fung Deputy Secretary for Education and Manpower (1) (Chairman) (from 24 April 2006 to 15 July 2007)
Mr Michael Wong Deputy Secretary for Education (1) (Chairman) (from 16 July 2007 onwards)
Mr Michael Stone Secretary General, University Grants Committee
Prof TS Chan Chairman, Joint Quality Review Committee (from June 2006 onwards)
Prof Enoch Young Chairman, The Federation for Continuing Education in Tertiary Institutions
Mr Peter Cheung Executive Director, Hong Kong Council for Academic Accreditation
Ms Virginia Choi Mr Leo Kung
Miss Charmaine Lee Principal Assistant Secretary for Education and Manpower (Higher Education) (Secretary) (from 23 January 2006 to 30 June 2007) Mr Daniel Cheng Principal Assistant Secretary for Education
(Further Education) (Secretary) (from 1 July 2007 onwards) Other stakeholders as co-opted members (on a need basis)
Terms of Reference :
1. To review the development of the local post-secondary education sector since 2001, against the policy objective of allowing 60% of our senior secondary school leavers to receive tertiary education by 2010, and focusing in particular on full-time accredited programmes operating on a self-financing basis.
2. Pursuant to the above, to examine in detail the following –
2.1 supply of programmes and student places, and the consolidation and future development of the self-financing post-secondary education sector to ensure its healthy and sustainable development;
2.2 effectiveness of various government support measures for service providers;
2.3 market dynamics among service providers;
2.4 career and further education prospects of graduates of local sub-degree programmes;
2.5 promotion and further enhancement of quality of post-secondary education programmes;
2.6 effectiveness of the existing statutory and self-regulatory framework for accredited post-secondary education programmes; and
2.7 merits of pursuing initiatives in other directions to provide further post-secondary education opportunities.
3. To form sub-committees and/or appoint external consultants to assist in the review as appropriate, and to steer their work in this regard.
4. Having regard to the outcome of the review, identify scope for improvement and make recommendations to the Secretary for Education and Manpower.
Annex C Common Descriptors for Associate Degree
Programme Objectives
z Generally, AD should provide an enriched education at post-secondary level that prepares students for work, further study, leisure and active citizenship. It should also cultivate a spirit of lifelong learning and develop the student's ability to learn how to learn.
z Specifically, AD should equip students with generic skills as well as specialised knowledge/skills that are sufficient to enable them to perform effectively at para-professional level, to further their studies in universities or to pursue professional studies.
Learning Outcome
AD graduates are expected to possess –
z a solid foundation of generic skills, including languages, IT, interpersonal, communication, quantitative and analytical skills, as well as the ability to learn how to learn.
z a broad theoretical understanding of the chosen discipline and its application.
z a theoretical foundation upon which further study in the discipline at the degree level, or professional level, can be built.
z an appreciation and basic understanding of other disciplines/areas of study including liberal arts/general education, and the sciences.
z a better understanding of their own interests, inclinations and aptitudes.
z an appreciation of the major socio-political, cultural and economic issues in the local, national, regional and international contexts.
z a strong sense of social responsibility and civic values, a passion in pursuing creativity and innovativeness, and the spirit of lifelong learning.
z (In the case of vocational-oriented programmes) focused, vocational knowledge of the discipline and hands-on expertise at the para-professional level.
Programmes Structure
AD can be-
z a 2-year programme normally admitting students with one A Level or an equivalent number of AS Level subjects; or
z a 3-year programme admitting S5 students. For a 3-year curriculum, the first year programme may take the form of either a standalone pre-AD or a Foundation course which forms an integral part of an AD programme.
Entry Requirements
z AD programmes should generally adopt the principle of "lenient entry, stringent exit".
z For a 2-year curriculum, the proposed normal minimum entry requirements are:
(a) one A Level or an equivalent number of AS Level subjects, and
(i) 5 passes in HKCEE including English and Chinese; or (ii) 3 passes in HKCEE plus level 2 or above in English and Chinese;
(b) satisfactory completion of a pre-AD programme; or (c) mature students.
In future, if university degrees are designed as four years of study after the completion of S6, a 2-year AD programme may admit students who have completed S6 satisfactorily.
z For a 3-year curriculum, the proposed normal minimum entry requirements are:
(a) 5 passes in HKCEE including English and Chinese;
(b) 3 passes in HKCEE plus level 2 or above in English and Chinese; or
(c) mature students.
Quality Assurance
z For self-accrediting universities, AD programmes must undergo their own internal quality assurance mechanism as for their regular degree programmes.
z For non-self-accrediting institutions, their AD programmes should be validated by a recognised quality assurance agency such as the Hong Kong Council for Accreditation of Academic and Vocational Qualifications.
Exit Qualifications
z AD is a valuable standalone exit qualification for employment at the para-professional level.
z AD graduates can (a) pursue further studies or professional development (on a full-time or part-time basis); or (b) enter the job market.
z As an exit qualification for further studies, an AD award is normally equivalent to 50% of a 4-year university degree (North American model) or one-third of a 3-year university degree (British model). In other words, AD graduates can articulate to Year 3 of a 4-year university degree (North American model) or Year 2 of a 3-year university degree (British model).
z As an exit qualification for employment purpose, AD should generally be considered as equivalent to that of a Higher Diploma.
Comparison of Programme Content of a Selected AD and HD Programme
Institution Programme Name Duration Subjects Credits / Units Contact Hours 2 years Year 1 Year 2 65 units 975 hours A Associate of Science in Professional
Accountancy
Financial Account I & II Corporate Reporting I & II Healthy Living * Auditing I & II
Physical Education * Hong Kong Taxation I & II Adapted Physical Education *# Business Law Fundamentals of Management
Accounting
Principles of Macroeconomics
Business Enterprise * Information Systems for Accounting Mathematics for Business *
Statistics *
Computer Applications in Business English for Business
Principles of Microeconomics * Principles of Law
Modern Chinese Communication * Business Communications *
# Special approval is required from the Course Director with recommendation from the subject lecturer
* for either year 1 / year 2 study
2 / 3 year Common Language Modules 2-year – 1110 Business English I & II * 3-year – 1350 Business Putonghua *
Chinese Communication for Business * B
Business Communication Higher Diploma Programme in
Business Studies (Specialization in Accounting and Finance)
2-year mode – 74 credits 3-year mode –
90 credits
Annex D
Institution Programme Name Duration Subjects Credits / Units Contact Hours Common Generic Modules
Problem Solving: Creative and Critical Thinking * Personal Development: Action and Service *
Quantitative Analysis for Business
Information Systems Skills Modules Business Information Systems *
Management Information Systems
Business and Accounting Modules
Financial Accounting
Cost and Management Accounting Business Economics I
Business Economics II Principles of Management
Foundation of Human Resource Management
Commercial Law
Principles of Marketing
Introduction to E-commerce
Operations Management
Business Finance
Project
Elective Modules (Accounting and Finance Stream)
Computerized Accounting Systems
Intermediate Accounting
Taxation
Advanced Financial Accounting
Company Law
Financial Management
Auditing
* Exemption for 2-year mode
Annex E Framework of Good Practices for Sub-degree Sector
Objectives of the Good Practices
The Good Practices aim at:
(i) providing a reference document for the sub-degree sector on the essential quality assurance (QA) principles and key elements of good practices;
(ii) promoting sharing of good practices amongst institutions;
(iii) enhancing QA consistency across the sector; and (iv) improving the overall quality of the sector.
Scope of the Framework
2. The framework outlines the essential principles underlying QA work in the sub-degree sector and proposes key elements of good practices for reference by the Expert Group, focusing on the threshold standards in QA terms.
Essential QA Principles
3. The meaning of “quality assurance” in this paper is all-encompassing referring not only to the QA processes adopted by an institution but also the institution itself, its culture, facilities, management, programmes, staff, students, etc. For the purpose of the Good Practices, we have identified nine essential QA principles for the sub-degree sector.
Principle #1:
QA as institutional structure and culture
QA refers to both the institutional structure and the institutional culture. QA, involving structures, policies, procedures and resources, exists as an integral part of the normal academic
stakeholders. QA should be accorded a formal status and provides for the formulation of bottom-up and self-led initiatives.
QA is essentially the institutional ethos underpinning the daily activities of teaching, learning and management.
Principle #2:
QA to maintain balance between institutional autonomy and public accountability
QA in education encompasses concepts of standards of education, and meeting the needs of the stakeholders. It allows for the maintenance of an essential level of institutional autonomy. On the other hand, institutions also have educational/social responsibilities and public accountability. The rapid expansion of the sub-degree sector, together with international competition and student transfer/graduate mobility, has given rise to the need for greater transparency. QA should aspire to achieve a healthy balance between institutional autonomy and public accountability.
Principle #3:
QA in relation to missions and resources
QA policies and procedures of the institution should reflect its missions and values, and relate closely to its academic/management plans and resources. The complexity or otherwise of the QA structures should be built on the basis of minimum sufficiency and economy of effort.
Principle #4:
QA developed in consultative and interactive processes for the purpose of continuous improvement
In the context of the changing societal demands on educational institutions and the evolving nature of quality criteria, QA should be developed through a process of interaction and consultation with the stakeholders. Different parties play different roles in the consultation process. Due emphases on the roles of
students, student bodies and staff representatives should be recognized.
Principle #5:
QA measured in quantitative and qualitative indicators
Quality and standards are recognizable and generally measurable.
As far as practicable, QA procedures should be designed to gather verifiable and evaluative data. It is expected that some common and practical quantitative criteria to measure educational quality can be established and adopted across institutions. Adoption of the quantitative criteria will gradually provide a basis for performance indicators in aspects of student achievement, staff quality, financial viability and educational outcomes. While recognizing the significance of quantifiable performance indicators, it is equally important that attention should be given to other aspects of quality provision and delivery which are less easily amenable to quantifiable monitoring.
Principle #6:
QA to include self evaluation and peer review
QA normally begins with a self evaluation complemented with a peer review. This is the process widely adopted for programme approval, validation and management. Self evaluation is an ongoing process built into activities for continuous improvement.
Self evaluation also contributes to self learning about quality issues and QA practices. Peer review brings in independent and objective judgments about the quality objects being monitored. The approach of extended peer review, by involving peers from a different field or with different underlying assumptions, has proven to be useful.
Principle #7:
QA to involve external parties
parties. Externality in QA process enhances transparency, independence, objectivity and international benchmarking.
Similar to peer review, the external parties chosen for involvement should be based on agreed criteria of qualifications, expertise or other special consideration. There should be ethical guidelines governing the selection and participation of the external experts in different stages and for different areas of QA work.
Principle #8:
QA parties - Roles, responsibilities and delegation
QA involves many parties, units and committees. The roles, duties and terms of references of the different parties should be clearly set out to avoid misunderstanding. Clear identification of where QA responsibilities lie and are delegated is useful.
Principle #9:
QA as public information to stakeholders
Institutions should publish the QA policies as public information accessible to the stakeholders. The information should be up-to-date, impartial and objective. Both quantitative and qualitative information on the quality of the programmes and the awards being offered is of interest to the public.
Common Elements of Good Practices
4. We have identified 14 common elements which are considered to be the essential aspects of QA (the threshold standards) and should be taken into account in developing the “Good Practices”.
#1. Financial viability for sustainable growth
As most of the providers are operated on a self-financing basis, they should be financially viable, without compromising the delivery of quality education.
#2. Academic regulations (ARs)
The maturity of the sub-degree sector and the steady growth of the institutions call for the setting up of clear ARs governing the sub-degree studies. Staff and students should refer to and consistently apply the ARs in handling academic applications or in making academic decisions.
#3. Programme design, validation and approval
There are many good practices regarding programme design, validation and approval. Institution should ensure that there are processes for a critical examination and evaluation of the programmes by a party independent of the proposing unit, such as through a validation process. The criteria for approval should be set out explicitly and be followed. Programmes with professional recognition or requirements should be properly accredited, with careful scrutiny of the assessment requirements towards the professional or para-professional qualifications.
#4. Programme management, monitoring and review
Programmes are subject to routine monitoring and periodic review. In addition to the on-going monitoring, programmes are normally subject to periodic formal review after they have been implemented for 3 to 6 years. Institution should set up proper follow-up procedures for the self-evaluation and the external review exercises, together with formal procedures for monitoring changes adopted as a result of the review or re-validation.
#5. Admission
Institution should set up and follow fair and transparent admission policies. The admission policy for students with special learning needs or disabilities should be stated. The
requirements should be clear to the applicants and staff.
Pledged support to admitted students falling short of the entry requirements should be provided. Promotional materials and activities on student recruitment must be accurate. Relevant admission data should be made public.
#6. Student assessment
Institution should have a consistent policy on student assessment.
The assessment criteria should be valid and reliable, and be conveyed to students at the beginning of the academic year/semester. QA policies and preventive measures to avoid unfairness, leak of confidentiality or conflict of interest in conducting examinations should be in place.
#7. External examining
Externality in examination and assessment is a very important QA measure. There should be processes for ensuring independence, objectivity and consistency of standards in assessment, such as through the appointment of external examiners, use of moderation; etc. QA manual generally comprises a section on the policies and procedures in the nomination, selection, appointment and re-appointment of external examiners and moderators. There should be guidelines for staff to undertake follow-up actions and responses to the reports of the examiners and moderators.
#8. Quality learning
QA polices should ensure that learning in all formats contribute to the overall programme objectives. Clear information, guidance and support to the students should be provided to facilitate effective learning. Increasingly, sub-degree programmes include practical learning. Learning policies should cover the practical learning aspect to ensure that the arrangement of the placement providers is appropriate.
#9. Quality teaching
Institution should publicize explicitly that quality teaching is the key mission. Statements or philosophy on quality teaching with suggested criteria of good teaching, which define the expectations of teachers, will be useful to benchmark the teaching results.
#10. Staffing
Institution should review the effectiveness of its human resources policies and procedures regularly, including the procedures for selection, appointment, appraisal and re-appointment of staff involved at any level in the delivery or support of a programme. Policy and budget on staff development should be given due priority.
#11. Evaluating campus facilities and infrastructure
Quality teaching requires conducive learning environment, infrastructure and facilities. This in turn demands support from the administrative, the academic-support and the ancillary units.
Institution should regularly review the effectiveness of its teaching and teaching-support facilities to ensure the continuing adequacy and effectiveness in relation to the programme quality.
The provision of campus activities and campus life is increasingly seen as essential parts of education for student development.
#12. Collaborative programmes
This suggested good practice applies to institutions, which offer or plan to offer collaborative programmes. The awarding institution is responsible for the overall QA, financial viability and the academic standards of awards granted in its name. QA policies and mechanisms for collaborative programmes should be equally stringent and modeled on awarding institutions, with
should have policies on choosing collaborative partners with compatible educational objectives, and on undertaking investigations of the legal, financial and educational capacity of the partners before formalizing an agreement. Institutions should set up mechanisms to effectively control the accuracy of information and publicity of the collaborative programmes.
#13. Handling complaints and appeals
QA policies and procedures normally comprise the handling of complaints and appeals from insiders of the institution as well as from the outsiders. Complaints and appeals may include matters of admission, assessment, staff issues and others.
Ethical guidelines and proper procedures on handling the cases should be made known to the complainants, appellants and the parties involved in the investigations.
#14. Evaluating QA
Institution should set up a systematic mechanism for evaluating the effectiveness of its overall QA policies, principles and procedures on a regular basis.
Annex F Types of Data to be Included in the Sub-degree Website
(i) Institution-specific Data
Item Description General Operational Data
1 Number of Full-time Students Enrolled 2 Number of Full-time Academic Staff 3 Number of Part-time Academic Staff 4 Highest Qualifications of Academic Staff 5 Academic Staff (in FTE terms)-to-Student Ratio
6 Major Teaching Facilities (e.g. Number of classroom, lecture theatre, laboratory and workshop)
7 Major Non-teaching Facilities (e.g. Number of books in the library, number of computers for student use)
8 Student Support Services Graduate Statistics
9 No. of Graduates in the preceding academic year 10 No. of Graduates responding to graduate survey 11 Articulation Statistics to local degree programmes 12 Articulation Statistics to non-local degree programmes 13 Employment Statistics of Graduates
(ii) Programme-specific Data
Item Description General Data
14 Programme Name 15 Name of Exit Award
16 Type of Programme (pre-AD, AD, HD, other SD etc.) 17 Whether Ancillary Qualification is awarded (e.g. BTEC) 18 Normal Entry Requirements
19 Tuition Fee
20 Deposit Fee/ First Instalment
21 Mode of Delivery (e.g. Face-to-face, Mixed Mode, Distance Learning) 22 Normal Programme Duration
23 Application Period
24 Venue(s) for conducting the Programme Recognition
25 Accreditation Status, Date of Accreditation and Duration 26 Name(s) of Professional Bodies Offering Recognition Engagement of Expertise External to the Course Provider
27
Engagement of Expertise External to the Course Provider in Curriculum Development, Curriculum Assessment, Programme Review and Approval Process
Internship
28 Availability of Workplace Experience Arrangements 29 Detailed Descriptions of Workplace Experience 30 Duration of Workplace Experience
Articulation Arrangements
31 Formal Agreement on Credit Exemptions and Transfers Available to Graduates