Introduction
5.1 The proposed changes to the senior secondary education system will be accompanied by a number of supporting measures, including:
provision of adequate senior secondary school places;
revision of class size for senior secondary levels;
re-organisation of class structures;
revision of teacher-to-class ratios;
professional development of teachers;
provision of quality learning materials and textbooks; and
arrangements for the interface with universities and post-secondary institutions.
Provision of adequate senior secondary school places
5.2 It is accepted that the number and positioning of secondary schools must be constantly reviewed, to take into account the latest population projections and resource implications. At this point in time, the projections indicate no need to build new schools to specifically accommodate the implementation of the new “3+3+4” system.
Revision of class size for senior secondary levels
5.3 The RASIH Working Group assumed a standard class size of 40 students per class. Subsequent to the publication of the RASIH Report, discussions with the sector have revealed that whilst principals might accept the practical arguments for maintaining this class size up to and including the
“double-cohort” year, i.e. when the last cohort of S7 students will co-exist with the first cohort of SS3 students, they suggested that the class size
should be revised for subsequent years. There is a proposal to consider allowing class size at senior secondary levels to range from 35 to 40 depending on the actual enrolment. The Junior Secondary Education Assessment System may need to be revised to cater for this proposed change.
Re-organisation of class structures
5.4 The Government’s aim is for most students to complete their secondary education in their own school. However, to meet the abilities and interests of the wider student cohort, and the demographic changes taking place across the territory, different class structures will evolve and need to be encouraged, including senior secondary schools.
5.5 Some guiding principles to support class restructuring are suggested as follows:
As far as possible, there will be minimum disturbance to the existing class structures.
The supply and demand of secondary school places will be considered on an overall territory-wide basis.
A progressive approach to class restructuring will be adopted and a case-by-case examination of the school’s unique context will also be taken into account before reaching a solution.
5.6 It is expected that in the initial implementation stage, schools with symmetrical and asymmetrical structures will continue to co-exist. While most schools will have a symmetrical class structure, some will have larger groups of students either at the junior or the senior sections of the school to cater for the particular needs of their students.
5.7 So that continuity of curriculum can be assured for students, there will be no
“packing” of classes at SS3 (i.e. the number of SS3 classes will be the same as that of SS2 in the preceding year).
5.8 Transitional arrangements such as “floating classes” (where a special room like a science room is necessary for teaching other subjects) may be required to address issues arising from the “double cohort”.
Revision of teacher-to-class ratios
5.9 Currently, the basic teacher-to-class ratios for senior secondary classes are 1.3:1 for S4 and S5 and 2:1 for S6 and S7, whilst split-class teaching entitlement, additional teacher of Chinese, school librarian, additional teachers for remedial teaching, and additional non-graduate teacher under the Education Commission Report No. 5 (ECR5) are provided as top-up provisions.
5.10 In order to streamline administrative procedures and to standardize the initiatives provided to schools, there is a need to rationalize the basic teacher-to-class ratio for the implementation of the “3+3+4” system. We therefore recommend subsuming the top-up provisions provided in the existing staff establishment into a revised teacher-to-class ratio. However, in subsuming the various provisions, two proposals are put forward for consideration:
Either
(a) Subsuming in the revised teacher-to-class ratios all the following top-up provisions:
(i) additional teachers for split-class teaching;
(ii) school librarian;
(iii) additional teacher(s) of Chinese;
(iv) additional teachers for remedial teaching, counselling and extra-curricular activities; and
(v) additional non-graduate teachers under ECR5.
Or
(b) Subsuming the top-up provisions mentioned above with the exception of the additional teachers provided for split-class teaching. This exclusion could support incentive for schools to provide a diversified curriculum. The guiding principles for split-class teaching
arrangement and the calculation for split-class teaching resources would not be based on the current historical arrangements, but will have to be revised in the light of the new senior secondary curriculum.
5.11 For both of the above proposals, we will not subsume the various improvement measures provided for the academically low achievers (ALA) and SEN students including the additional teachers provided under School-based Remedial Support Programme (SBRSP), School-based Curriculum Tailoring Scheme (SBCTS) and Integrated Education (IE) into the teacher-to-class ratios to ensure that schools with ALA and SEN students continue to have these extra resources. To support greater flexibility to meet the diverse needs of students, it is proposed that cash grants for these improvement measures be provided based on a per pupil per annum basis.
A combined rate for SBRSP and SBCTS and a separate rate for IE will be worked out for eligible schools.
5.12 It is also proposed to revise the existing substitute teacher grant to give further funding flexibility to schools to meet their needs in offering a diversified curriculum such as the career-oriented studies.
5.13 Moving to new teacher-to-class ratio and additional resources for various purposes may require transitional arrangements for some schools to enable them to move smoothly to the new “3+3+4” system. It is proposed to allow schools with a higher teacher establishment than its entitlement to have a 5-year transitional period to phase out the surplus teachers by natural wastage. For schools with a lower teacher establishment than its entitlement, additional teachers will be provided by phases over a period of five years. It should be noted that there are only a small number of schools where the variation from the new entitlement is relatively large.
5.14 The “double-cohort” year poses special problems for teacher supply. An estimated number of around 1200 additional temporary teachers will be required. It is suggested that schools may extend the services of teachers who will retire in the “double-cohort” year, or recruit temporary teachers to meet this transitional demand.
Professional development of teachers
5.15 The professional development of teachers is fundamental to successful educational reforms. Apart from taking part in professional development programmes to be provided by the Education and Manpower Bureau (EMB) in collaboration with different institutions, schools are encouraged to formulate staff development plans, organize school-based professional development programmes, and nurture work-based learning culture for their teachers. As lifelong learners, teachers are also encouraged to pursue individual and other self-learning programmes that enhance their knowledge and skills so that they can continue to support student learning.
5.16 The Government will encourage teacher education providers to put an appropriate emphasis in their current pre-service and in-service courses on the new 3-year senior secondary curriculum.
5.17 Professional development programmes with a wide range of optional studies will be provided to prepare teachers and principals for the change in the whole-curriculum management and specific changes in each subject.
5.18 Special emphasis will be given to whole curriculum management, knowledge updating, new learning and teaching approaches to reach the wider cohort, new assessment approaches and the new single examination.
Generally speaking, teachers teaching their own subjects will be provided with a minimum of 30 hours professional development. Teachers new to subjects like Liberal Studies will be provided with a minimum of 35 hours professional development supplemented by a range of optional courses suited to the different needs of teachers. All principals, vice-principals or academic masters, and career/student guidance teachers will receive a minimum of 25 hours professional development on curriculum matters related to whole-school curriculum management and, the design of curriculum choices to suit the different aptitudes, interests and abilities of students. A questionnaire will be administered to all schools to obtain data regarding the professional development needs of each school based on its tentative subject choices.
The following principles will be employed to plan the professional development programmes:
Professional development programmes on interpreting the new curricula, broad learning and teaching approaches, and for subjects requiring a large number of teachers, like Liberal Studies, professional development will commence 3 years in advance of the year of implementation.
Courses will be repeated for new teachers of the subject on a regular/need basis.
On-site support will be provided when necessary.
Course materials will be made accessible to teachers who cannot attend the professional development programmes (e.g. on web, as packages for collection).
Copies of course materials for professional development programmes will be placed in Resource Centres for reference.
The programmes will be offered within the framework of Continuing Professional Development (CPD).
Provision of quality learning materials and textbooks
5.19 Measures will be taken to ensure that quality textbooks will be available before the year of implementation for subjects where textbooks are deemed appropriate (see schedule in Table 3 on page 43). Publishers will also be encouraged to develop textbooks under the Textbooks Incentive Scheme in areas where they have shown no inclination to write textbooks due to the assumed small demand in the market. For subjects requiring updated, contemporary information rather than new textbooks to achieve the curriculum aims, learning and teaching resources, guidelines and professional development programmes for teachers will be provided.
Providers such as universities, professional and community organisations, and commercial producers are most welcome to contribute.
Arrangements for the interface with universities and post-secondary institutions
5.20 New curricula, assessment and public examinations at the senior secondary school level need to be supported by changes to the university admission criteria. The University Grants Committee (UGC) will continue to encourage institutions to broaden their admission criteria and to introduce further flexibility to enable entry through different routes at different levels.
5.21 For the UGC-funded institutions, the introduction of 4-year degree programmes will lead to an increase in overall undergraduate enrolment, and therefore of recurrent costs and space requirements. The institutions will be required to draw up campus development plans accordingly.
5.22 There will be a double cohort of students entering university undergraduate programmes in the academic year following the first senior secondary public examination for the HKDSE. This will mean that student places in UGC sector will be doubled to cater for both the S7 and the HKDSE graduates.
Careful planning will be needed to facilitate the entry of S7 and SS3 students undertaking 3 and 4 year undergraduate degrees respectively.
5.23 Post-secondary institutions will also be required to review their programmes including those leading to higher diplomas and diplomas to ensure a better interface with the new system.