Message from Secretary for Education and Manpower

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Message from Secretary for Education and Manpower

The report The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong published in May 2005 has set out the road map for introducing the new academic structure.

While the design of the curriculum and assessment frameworks of the new senior secondary (NSS) subjects are being refined in response to the feedback collected from the school sector between June and September 2005, we are now moving forward to the consultation on further development of Career-oriented Studies (COS) and the NSS academic structure for special schools.

It is encouraging to see that the school sector generally welcomes the proposal to provide a diversified pathway for senior secondary students through the introduction of COS. As an integral part of the NSS curriculum, COS aims at offering choices to meet the particular needs, aptitudes and interests of students.

It also helps address the issues related to student transition to employment or further studies. The proposals presented in this document are the result of hard work over the past few months. We have set out all the important principles and implementation issues for COS here, though in varying degrees of detail.

Feedback from stakeholders will definitely help refine them for the best provision of COS in the new senior secondary education.

We have also set out proposals on the NSS structure and curriculum for special schools based on discussions with special schools, curriculum experts on special education and parents in the past months. A Study of the Effectiveness of Special Schools, recently released, provides further insight into this complex issue.

I look forward keenly to your feedback and suggestions. It is my belief that with your support, this consultation will not only take its place as the platform for embracing views and suggestions to take the two areas forward, but also reaffirm the consensus and collaboration in the community in helping all students pave their ways to success.

Professor Arthur K.C. Li

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Acronyms

C&A Curriculum and Assessment

CAT Credit Accumulation and Transfer CDC Curriculum Development Council

CDI Curriculum Development Institute

COC Career-oriented Curriculum (pilot of the Career-oriented Studies)

COS Career-oriented Studies

CSEN Committee on Special Educational Needs

DLG Diversity Learning Grant

EMB Education and Manpower Bureau ESR External School Reviews

EYE Extension of Years of Education

FCE Federation for Continuing Education in Tertiary Institutions

HI Hearing Impaired

HKCAA Hong Kong Council for Academic Accreditation HKCEE Hong Kong Certificate of Education Examination HKDSE Hong Kong Diploma of Secondary Education

HKEAA Hong Kong Examinations and Assessment Authority

ID Intellectual Disabilities

IE Integrated Education

IEP Individualised Education Programme ITACs Industry Training Advisory Committees

KLAs Key Learning Areas

LOF Learning Outcomes Framework

NGOs Non-governmental Organisations

NSS New Senior Secondary

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PDP Professional Development Programmes

PYJ Project Yi Jin

QA Quality Assurance

QF Qualifications Framework

QR Qualifications Register

R&D Research and Development S1/2/3/4/5/6/7 Secondary 1/2/3/4/5/6/7

SBA School-based Assessment

SCOLAR Standing Committee on Language Education and Research SCS Specification of Competency Standards

SEN Special Educational Needs

SFAS Student Financial Assistance Scheme SLP Senior Secondary Student Learning Profile

SRA Standards-referenced Assessment

SS1/2/3 Senior Secondary 1/2/3

SSE School Self-evaluation

SWD Social Welfare Department

sy school year

TPPG Teacher Professional Preparation Grant

VI Visually Impaired

VTC Vocational Training Council

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Executive Summary

As committed in May 2005, the Education and Manpower Bureau (EMB) sets out in this consultation document the principles and implementation proposals for Career-oriented Studies (COS) and the curriculum framework for special schools in the new senior secondary academic structure. The gists of the proposals are:

Career-oriented Studies

Purpose and Position

COS is an integral part of the new senior secondary (NSS) curriculum. It complements the 24 NSS subjects by offering studies with stronger elements of applied learning linked to broad professional and vocational fields. The design of COS courses will challenge all students and provide progression in both academic and career directions (Chapter 2).

Curriculum

To offer diverse options and multiple pathways for students, different areas of studies in COS will be provided for students’ choice. The areas of studies to be offered have been reviewed with the social, economic and technological needs of our society, the global trend and the underlying principles of the NSS in mind. Courses are proposed to be organised under six areas namely Applied Science; Business, Management and Law;

Creative Studies; Engineering and Production; Media and Communication; and Services, to be piloted in a progressive manner in the coming years (Chapter 4, paras. 4.2-4.4).

COS will be offered in SS2 and SS3 from 2010/11 school year onwards. In the first year of senior secondary education, students would acquire a foundation of knowledge, skills and values across Key Learning Areas. They will also receive guidance and advice to help them make informed choices of electives in SS2 and SS3 (Chapter 4, paras. 4.5-4.8).

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Recognition

There will be three levels of performance in the COS courses: ‘unattained’,

‘attainment’ and ‘attainment with distinction’. The COS ‘attainment’ will be referenced to Level 2 or 3 of the Qualifications Framework depending on the nature and content of the COS course, and in accordance with the specifications developed by the respective industries. The performance level in COS will be recorded in the Hong Kong Diploma of Secondary Education transcript. Achievement of ‘attainment with distinction’ will be deemed to be comparable to Standards-referenced Assessment Level 3 or above.

Besides, qualifications gained in COS will also contribute to the Senior Secondary Student Learning Profile (Chapter 4, paras. 4.9-4.13).

Quality Assurance

To achieve consistent standards across COS courses and providers and ensure that COS performance outcomes can be deemed comparable to other NSS subjects, a three-stage quality assurance mechanism will be put in place. A COS Committee will be established to oversee the entire suite of COS courses. In stage one, the COS Committee and its working groups will set out the relevant Curriculum and Assessment Frameworks for course providers to devise the individual curricula. The Committee will be responsible for evaluating and approving applications by course providers. In stage two, the Hong Kong Council for Academic Accreditation will monitor course delivery. In stage three, the Hong Kong Examinations and Assessment Authority will oversee moderation of the assessments by individual course providers to assure the comparability of assessment results within individual courses as well as across the different areas of studies (Chapter 4, paras. 4.14-4.26).

Professional Development Programmes

It is envisaged that qualified COS teachers will include teachers from the secondary and tertiary education sectors and in some instances practitioners active in the industry, professions and/or commercial endeavours. A framework for professional development of COS teachers is proposed and the avenues for potential teachers to gain the required qualifications/training will be explored (Chapter 5, paras. 5.2-5.9).

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Funding

There are two distinct phases of implementation in terms of funding: the transition period and the long-term steady state after the implementation of the NSS structure in 2009. While funding principles are being tested in the current COC pilot, it is envisaged that the students’ contribution to the COS course fees will be reflected in the school fees when COS reaches a steady state. Three funding models for COS in the long-term steady state are proposed for discussion (Chapter 5, paras. 5.10-5.21).

New Senior Secondary Academic Structure for Special Schools

Position

The overarching objective of special education is to enable students with special educational needs (SEN) to maximise their potential to the fullest extent possible, achieve as much independence as they are capable of, and become well-adjusted individuals and contributing members of the community. The present consultation deals with the academic structure and curriculum framework for special schools.

Under the new academic structure, all students, including those with SEN, will be provided with six years of secondary education. To ensure that students with SEN will reap the benefit of the extended years of learning, EMB is carrying out a comprehensive review (the Review) of existing special education services. As an integral part of the Review, EMB has commissioned a study by local and overseas experts, known as A Study of the Effectiveness of Special Schools (the Study) to assess whether existing resources in special schools have been effectively deployed to support and enhance students’ learning. The present consultation document has taken into account the comments of the Study in relation to learning and teaching.

Curriculum and Assessment

The same curriculum framework should govern student learning, with adaptation to suit students of different learning characteristics and needs. Students with SEN who are intellectually capable of pursuing the ordinary curriculum will aim at achieving the

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(ID), the NSS academic structure aims to prepare them for transition to work and adult life through providing extended years of learning. The proposed NSS(ID) curriculum framework (Appendix 6) enables teachers to locate the needs of students in a continuum of Core, Electives and Other Learning Experiences. Students with SEN who can pursue COS courses will be provided with COS courses that suit their abilities and needs (Chapter 8, paras. 8.9-8.11).

For students with ID, the Individualised Education Programmes should form the basis for curriculum planning, target setting, classroom practices, inter-disciplinary problem-solving and home-school cooperation (Chapter 9, paras. 9.3-9.4).

Various professional development and capacity building plans will be put in place to support special schools in implementing the proposals contained in this document (Chapter 9, paras. 9.8-9.12).

Exit Pathways

With the introduction of the NSS(ID) curriculum and COS for students with SEN, there is a need to review the contents of existing training courses of the post-school institutions to ensure smooth articulation with the NSS curriculum. A longitudinal study and employment surveys would be considered to evaluate the effectiveness of the NSS academic structure for special schools.

Resource Considerations

Study findings reveal that the overall resource allocation to Hong Kong’s special schools, human, financial and capital, is good by world standards. The real challenge lies in resource management. Any further allocation of resources will have to be tied to clearly defined curriculum targets and expected student learning outcomes. In view of the diverse abilities and needs of students in special schools, EMB will consider introducing more flexibility in resource deployment while schools should map out school-based strategic plans to fully utilise the flexibility to maximise the benefit of school education to students with SEN. There is also an emerging role of special schools as professional centres to support ordinary schools in the implementation of

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integrated education (Chapter 11, paras. 11.1-11.9).

Senior secondary students in both ordinary and special schools will pay the same level of school fee which is set at 18% of the total unit cost of secondary education. In computing the average unit cost, the cost of both ordinary and special schools will be aggregated (Chapter 11, para. 11.10). On boarding provision, in view of the significant difference between the fees for hostels under the Social Welfare Department and the boarding section in special schools, there is scope for a gradual and phased increase in boarding fee to bring them into alignment (Chapter 11, paras. 11.11-11.13). In planning for NSS, EMB has taken into account the change in demand for boarding places and infrastructure for special schools.

The Way Forward

The key to successful implementation of the proposals in this document is the concerted effort of all stakeholders. EMB will continue to consult extensively through various channels with a view to collecting feedback and suggestions that would help charting the way forward for the “334” reform.

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1.1 In the report The New Academic Structure for Senior Secondary Education and Higher Education – Action Plan for Investing in the Future of Hong Kong (the Action Plan) published in May 2005, the Education and Manpower Bureau (EMB) undertook to consult the education sector further on the curriculum details and assessment modes of the 24 new senior secondary (NSS) subjects. Wider consultation would also be held on specific issues requiring further development including Career-oriented Studies (COS) and provisions for students with Special Educational Needs (SEN).

1.2 Second drafts of the curriculum and assessment (C&A) frameworks for the proposed NSS subjects were disseminated to schools in early June 2005.

Comments and suggestions on individual NSS subjects have been conveyed to the corresponding Curriculum Development Council - Hong Kong Examinations and Assessment Authority committees for their consideration. The C&A frameworks will be finalised by mid-2006.

1.3 As regards the development of COS, discussion with stakeholders including the Federation for Continuing Education in Tertiary Institutions (FCE), Hong Kong Council for Academic Accreditation¹ (HKCAA), Hong Kong Examinations and Assessment Authority (HKEAA), and Vocational Training Council (VTC) has been on-going since May 2005, culminating in the proposal as described in Part II (Chapters 2-6) of this document. The issues discussed and reported here include the purpose and position of COS in the senior secondary curriculum, how quality can be assured and recognition given to student achievement in COS, how the current piloting can benefit future developments, how COS will be funded in the long-term, and how schools and teachers can be better prepared to provide the COS courses.

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1.4 For education of students with SEN, EMB has held a series of consultative meetings with schools, teachers, parents and professional bodies to solicit feedback on proposals covering a viable academic structure, curriculum design, learning outcomes, assessment mechanism, support measures and exit pathways for students with SEN, in particular the intellectually disabled. This document sets out in Part III (Chapters 7 - 12) the proposed way forward for the implementation of NSS in special schools, and the way ahead for post-school opportunities.

1.5 Part IV (Chapter 13) of the document describes the multi-pronged approach to collecting views on the issues discussed in this document, and the on-going communication process leading to the successful implementation of the NSS academic structure in 2009.

1.6 The proposals presented in this document are the result of hard work and negotiation of concerned parties over the past few months. We would like to seek views of all stakeholders on the principles for development and implementation issues of COS, and the NSS academic structure and curriculum framework for special schools. Please send your comments to the following on or before 24 April 2006 by:

E-mail: 334@emb.gov.hk

Fax: 2573 5299

2575 4318

Mail: New Senior Secondary Academic Structure Section Curriculum Development Institute

Education and Manpower Bureau 13/F, Wu Chung House

213 Queen’s Road East Wan Chai, Hong Kong

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For enquiries, please call:

2762 0530 (COS)

3540 7416 (NSS Academic Structure for Special Schools)

For further information on this document or progress of curriculum reform, please visit our website (http://www.emb.gov.hk/334). The FAQs (frequently asked questions) also provide useful insights and information.

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Chapter 2 Purpose and Position of COS in the New Senior Secondary Curriculum

2.1 Chapter 5 of the Action Plan stated that COS is an integral part of the NSS curriculum that will match the interests and abilities of all students. COS complements rather than duplicates the NSS subjects by offering studies with stronger elements of applied learning linked to broad professional and vocational fields. The introduction of COS signifies a big step towards diversified learning opportunities in senior secondary education. All students can gain from COS to enrich their senior secondary programme and COS is particularly relevant to students who will benefit from a strong practical orientation in their learning.

This orientation can also extend into the way the core subjects of the languages, Mathematics and Liberal Studies are taught and assessed.

2.2 COS is designed to widen the learning opportunities for students in the last two years of their senior secondary schooling (i.e. SS2 and SS3) by:

offering diverse learning programmes that are relevant to the social and economic development of Hong Kong but are not traditionally taught in schools;

extending the learning environments available to senior secondary students through the involvement of tertiary institutions, professional bodies and employers;

providing an initial experience of the requirements of a professional or vocational field and enhances the preparedness of students to proceed to post-secondary pathways; and

offering a substantial outcome with links to qualifications recognised under the Qualifications Framework (QF).

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2.3 Set within the integrated structure of the NSS curriculum, COS may comprise between 10% to 30% of a student’s learning programme in SS2 and SS3, depending on whether a student enrols in one, two or three COS courses.

2.4 The following chapters present proposals for the overall design and implementation of COS. Chapter 3 reviews the experience gained from piloting of COS in the current form of Career-oriented Curriculum (COC) in S4 and S5.

Chapter 4 sets out recognition of COS courses and the quality assurance mechanism. Chapter 5 discusses other implementation issues to be worked on, and seeks readers’ views on the options on subsidisation of course fees. Chapter 6 sets out further work required and the critical milestones ahead.

2.5 It is relevant to note that exposure to and experience in the world of work will be embedded in the entire NSS school curriculum, supported by career advice and pastoral guidance, and will not be confined to the formal study of COS.

Nonetheless, COS courses are specific in their content and delivered in an applied context, hence are more able to engage and motivate students who learn best by doing rather than conceptualising. Suitably structured COS courses can also challenge academically-oriented students who have particular interests or career aspirations. A COS course focussing on applied science, for example, can complement the programme of a student who wishes to enter engineering or business. In this way, COS can ignite an interest or develop an aptitude which can be built on later if a student wishes.

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Chapter 3 The Current Stage of Piloted Development

3.1 There are currently two piloted arrangements of COS:

the COC courses in S4 and S5; and

the Yi Jin/Secondary Schools Collaboration Project which is a comprehensive, year-long programme in S5.

3.2 A total of 3 858 students are engaged in the two streams of COS pilots commencing in the 2005/06 school year. The summary statistics, showing a rising trend over three years, are set out in Appendix 1.

COC Courses in S4 and S5

3.3 COS was first piloted (as COC courses) in 2003. They are, on average, 180 hours in duration extending over two years of S4 and S5. Over the years, COC piloting has been planned to test the concept of COS, impact on students, parents and schools, mode of implementation, quality assurance and selection of courses and providers.

3.4 The following three non-exclusive modes of COC implementation were initially conceptualised for piloting:

Mode 1: Courses take place at the venues of course providers and are taught by the staff of course providers. Schools arrange their students to attend the courses according to the timetable agreed with the course providers.

Mode 2: Courses take place mainly in schools and are taught by the staff of course providers. Schools work out the details of the arrangements with course providers on timetable, venue, equipment, etc.

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Mode 3: Course providers entrust schools to conduct COC courses taught by qualified teachers/professionals employed by schools.

Course providers are responsible for quality assurance and issuing of certificates.

Schools could also collaborate with course providers to implement COC courses in a combination of modes.

3.5 Appendix 2 lists the range of COC courses offered for the 2005-07 cohort, essentially covering Mode 1 and 2 and in some cases involving collaboration between course providers and schools (i.e. a combination of Mode 2 and 3).

The Yi Jin/Secondary Schools Collaboration Project

3.6 The Yi Jin/Secondary Schools Collaboration Project began in September 2004 and is modelled on the structure of Project Yi Jin (PYJ) (see Appendix 3).

The one-year pilot programme consists of 10 modules totalling 600 contact hours, of which 420 hours are for the 7 core modules of Chinese, English I, English II, Mathematics in Practice, Information Technology Application, Putonghua and Communication Skills. Three remaining electives to be selected from a wide variety of practical subjects make up the remaining 180 contact hours.

3.7 Participating secondary schools work in partnership with a member of the FCE. The FCE partner is responsible for teaching at least 3 of the 10 modules on its campus. The remaining 7 modules are taught in the participating secondary school provided that the teachers meet the minimum appointment criteria for staff teaching the existing PYJ². The FCE partner supports the participating school by providing course materials, teacher training and quality assurance.

2 An honours degree or equivalent in a relevant area with relevant professional qualifications plus at least two years of working experience.

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3.8 The Yi Jin/Secondary Schools Collaboration Project has drawn on the success of PYJ by offering the same Yi Jin programme to students who had completed S4, or aged below 21, and had never sat for the Hong Kong Certificate of Education Examination (HKCEE). The pilot scheme aims to provide students who have little interest in continuing the conventional S5 curriculum with an alternative route to prepare them for further studies or employment. For the 2004/05 pilot scheme, the HKCAA is satisfied with the quality assurance mechanism underpinning the collaboration in that graduates of the Collaboration Project are considered to have reached an academic level comparable, in totality, to 5 passes in HKCEE for the purpose of further studies or employment.

3.9 In 2005/06 school year, the Collaboration Project has extended its scope with the participation of more schools. The quality assurance mechanism of the pilot scheme will continue to be assessed by HKCAA to ensure that the same output standard as PYJ will be achieved. It is observed that the Collaboration Project needs to adapt to the different level of maturity and motivation of the secondary school students, and to develop different teaching styles to enhance the effectiveness of the programme in the secondary school environment.

3.10 We are conducting an evaluation of the Collaboration Project. As the pilot scheme has generally been effective in improving students’ motivation to learn and aspirations for further studies, as well as their language and communication skills, confidence and self esteem, it is our policy intent to continue the Yi Jin/Secondary Schools Collaboration Project until the NSS academic structure is implemented. In other words, the last cohort of students to participate in the Collaboration Project will be in 2009/10 school year.

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3.11 From 2010 onwards, the successful elements of the Collaboration Project will be incorporated into the NSS curriculum whereby the vocational modules will be replaced by COS courses. The NSS Chinese and English language curriculum frameworks will embody practical communication skills. The Mathematics curriculum framework also provides for Mathematics in practice. Liberal Studies and Other Learning Experiences (OLE) will take care of essential life skills. The style and modes of assessment in COS, the use of Standards-referenced Assessment (SRA) and School-based Assessment (SBA) in the new Hong Kong Diploma for Secondary Education (HKDSE) would recognise a wide range of valuable learning outcomes that could not be fully reflected in the existing public examination system.

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Chapter 4 The Proposed COS Framework

4.1 In the deliberation of a framework for COS which best complements the NSS curriculum, several issues have to be addressed:

What choices of courses will be offered to students?

How will the SS1 year support the choice of electives at SS2 and SS3?

What recognition will be given for student learning programmes that include COS courses?

How will the quality of COS courses be assured?

What role will the QF, industries and the professions play in COS?

These matters are discussed in the following sections.

Areas of Studies in COS

4.2 As COS is introduced as part and parcel of the NSS curriculum to offer choices to meet the diverse learning needs of students, the areas of studies in COS are designed according to the following principles:

Balance - The areas are so designed to ensure that students are provided with a range of COS courses that can cater for varied interests and abilities.

Coherence - The areas complement the NSS electives by accommodating studies with stronger elements of applied learning and building upon the foundation of knowledge, skills and values students acquire across the Key Learning Areas (KLAs) in SS1.

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Responsiveness - The areas reflect the social, economic and technological needs of the local society and the global trend; and have the flexibility to accommodate the fluidity of such needs and trends.

Learning platform - The areas provide a learning context that matches the diverse learning needs, career aspirations and interests of students, through which students develop their generic skills, values and attitudes to become life-long learners.

Articulation - The areas should be able to link with further studies and employment opportunities.

4.3 Based on the above principles, we have reviewed the categorisation of COC courses to make it flexible but stable in the long term. With a view to informing the future COS, the next cohorts of COC piloting will be based on the following areas of studies:

Applied Science

Business, Management and Law Creative Studies

Engineering and Production Media and Communication Services

4.4 To ensure quality and consistency of standards, the number of courses offered under each area will be kept within a manageable limit through rigorous screening (see para. 4.22 below). As relevant parties, including schools, EMB, the tertiary sector, quality assurance agencies and the relevant industries gather experience, the scale of COS will be expanded progressively.

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From SS1 to Electives Including COS

4.5 SS1 lays the foundation for students to choose amongst NSS subjects and COS electives at SS2 and SS3 according to their interests, aptitude and abilities.

SBA will focus on learning in SS2 and SS3, allowing the SS1 year to concentrate on building a foundation of knowledge, skills and values across the KLAs.

4.6 All students will study the core subjects of Chinese Language, English Language, Mathematics and Liberal Studies in the three years from SS1 to SS3.

The core subjects will be taught and assessed in flexible ways to accommodate different styles of learning, but will employ the same curriculum framework and expected learning outcomes. English Language is offering ‘Learning English through Workplace Communication’ as one of its elective modules. Learning and teaching packages for both English and Chinese languages and Mathematics with learning contexts taken from various COS courses will be developed for school-based adaptation. The international benchmarking results have suggested that the content of Liberal Studies suits the needs of all students owing to its contemporary nature.

4.7 In the first year of senior secondary education, students would receive guidance and advice to explore and better understand their own strengths and interests, preferred learning styles and envisaged pathways for further studies and/or work. Students would also be introduced to the range of curriculum choices available to them in SS2 and SS3 and can choose up to three electives including COS.

4.8 Such guidance and advice may be rendered through career talks, visits, workplace-related experiences and probably taster programmes to be offered as part of the OLE under NSS (which include career-related experiences). The taster courses will be brief in nature, aiming at giving students a general flavour of

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Recognition for COS

4.9 The present 2-year COC courses span S4 and S5 and the courses assess whether students meet a single threshold standard which is pegged to an existing HKCEE subject ‘pass’ (Grade E) for progression purposes. When the NSS structure is implemented, there will be three levels of performance in the COS courses: ‘unattained’, ‘attainment’, and ‘attainment with distinction’. Students who complete the requirements of the threshold exit level in a COS course will have attained the competency standard and will receive QF credit points for that achievement. The COS ‘attainment’ (competence) level will be referenced to Level 2 or 3 of the QF depending on the nature and content of the COS courses, and in accordance with the specifications developed by the respective industries.

4.10 The QF is a progression ladder, which employs two dimensions - levels and credits - to measure the height and depth of qualifications, and enables all qualifications, whether they are academic or vocational in nature, to be linked.

The seven vertical levels of the QF convey the outcome standards of a qualification, while the horizontal volume of learning is measured by the credit value assigned to the qualification. (For details of the QF, please refer to Appendix 4.)

4.11 Each QF level specifies a suite of generic and industry-specific competencies. The award of the level of ‘attainment with distinction’ does not earn additional credit points under the QF. This arrangement is sufficient for progression to professional and sub-degree qualifications.

4.12 The HKDSE transcript will record the learning outcomes for the COS courses, in terms of the levels and credit units awarded under the QF, and also will give recognition to the student’s level of performance. Achievement of

‘attainment with distinction’ will be deemed to be comparable to SRA Level 3 or above. This will be useful for the purpose of admission to university.

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4.13 Qualifications gained in COS will also contribute to the Senior Secondary Student Learning Profile (SLP).

Quality Assurance of COS Courses

4.14 The nature and objective of COS call for different delivery and assessment modes to maintain its responsiveness to economy and society. Assessment will typically involve several components, e.g. competency assessment; completion of a project; and/or completion of tests/assignments. The assessment will focus on the collection of evidence that can be validated and authenticated. A range of methods can be employed, including verified observation, portfolios of work, demonstrations, simulations, individual and team projects, live performances, recorded performances, peer assessment and verified work experience.

4.15 A quality assurance (QA) mechanism will be required to ensure that performance outcomes can be deemed comparable to other subjects in the NSS on one hand, and there is consistency of standards across courses and providers on the other.

4.16 The arrangements for QA require firm oversight of the COS curriculum, assessment and course delivery to achieve consistent standards, and a clear assignment of responsibility for these activities.

4.17 This will be achieved by establishing a single COS Committee to oversee the entire suite of COS courses, underpinned by a number of working groups each responsible for an area of studies. In the longer term, this committee will be re-constituted as a Standing Committee of the Curriculum Development Council (CDC) and jointly serviced by Curriculum Development Institute (CDI) and HKEAA. Membership will draw on expertise from schools, the tertiary sector, HKCAA, and relevant industries and professions.

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4.18 The primary role of the COS Committee is to:

oversee the development of the C&A Frameworks for COS courses by individual working groups;

assess COS proposals from potential providers;

oversee the quality assurance of COS; and

advise EMB on the implementation of COS as an integrated component of the NSS.

4.19 A three-stage QA Framework overseen by the COS Committee will ensure the standards of COS courses on their own and across the course providers.

Stage 1 - Development of C&A Frameworks

4.20 C&A Frameworks will underpin quality assurance and implementation by setting out the principles for curriculum and assessment design for the COS courses and the requirements expected of course providers.

4.21 COS curriculum design will employ the same principles as the 24 NSS subjects, but emphasise applied learning in the economic and social context of Hong Kong by adopting the competency standards developed and endorsed by the industries under the QF as appropriate, and coherence with NSS subjects within a school-directed learning programme.

4.22 The COS Committee through the working groups will also be responsible for evaluating and approving applications by course providers, based on the following considerations:

Course providers’ proven capacity to offer quality courses at levels appropriate for senior secondary students with potential for articulation to post-secondary pathways; and

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The proposed curriculum and assessment details, focusing on the applicant’s capability to deliver the contents specified in the relevant C&A Frameworks.

Stage 2 - Delivery

4.23 HKCAA will monitor course delivery, and providers are required to address identified shortcomings.

Stage 3 - Moderation of Assessment

4.24 HKEAA will be responsible for the moderation of assessments made by individual course providers to assure comparability of assessment results within individual courses, and across COS areas of studies. Moderation of assessments will be based on quality assurance of the assessment processes and quality control of assessment results. Quality assurance of assessment processes involves defining criteria for assessment; provision of exemplars of students’ work and site visits by moderators. Quality control of assessment results involves provision of guidelines on setting of assessment tasks; inspection of samples of students’ work and review by the standards panel.

Piloting of the QA Mechanism

4.25 As a transitional arrangement, a preparatory COS committee will be set up in 2006 until the COS Committee is in place to:

review and refine the COC pilot arrangements to inform the implementation of COS;

work on the C&A Frameworks for the COS areas of studies; and advise EMB on transitional issues from COC to COS.

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4.26 The arrangements for quality assurance are summarised below:

Curriculum Course Delivery Assessment and

Moderation A single COS Committee

(established under the CDC)

with the assistance of working groups established under it

set the C&A

Frameworks for COS courses

assess the course proposals of potential course providers Course Providers develop curriculum for individual courses

HKCAA scrutinises the quality of provision in action and reports to the COS Committee

HKEAA

sets standards for the awards of ‘attainment’

and ‘attainment with distinction’

works with providers to develop assessment schemes and rubrics Course Providers

conduct the assessment of students according to the agreed assessment framework

Moderation process managed by HKEAA ensures comparability of assessment results for the COS courses

COS results are reported as part of the HKDSE

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Chapter 5 Other Implementation Issues

5.1 To support the development and progressive expansion of COS to meet demands, it will be necessary to assure a steady supply of qualified teachers and to provide resources for schools and students so that COS will be a real option.

Schools will also have to establish the infrastructure for career and pastoral support for students in making decisions on COS courses to ensure that their programmes of studies are well integrated and have coherence for future learning.

5.2 In the second consultation on the NSS curriculum, 55% of schools indicated their intention to offer COS courses and requested professional development opportunities for secondary school teachers to take up COS teaching in the future. It is estimated that around 400 to 500 secondary teachers wish to take part in the teaching of COC/COS.

5.3 In the Action Plan, EMB reported that it would:

work together with relevant stakeholders to establish a clear profile of the teacher competencies required for delivering COS courses and exploring effective pedagogical-content practices;

set up programmes with relevant teacher education providers to prepare serving teachers to teach COS competently; and

work collaboratively with outside organisations to provide mentorship to students in their learning of COS, and to develop personnel experienced in the profession or vocation to become competent teachers of COS.

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5.4 To further these commitments, a proposed framework for professional development of COS teachers is being developed, an outline of which is shown in Figure 5.1 below. The framework focuses on five dimensions of competencies for the successful delivery of COS courses which will be taught by qualified COS teachers who may include teachers from the secondary and tertiary education sectors, and practitioners active in industry, the professions or commercial endeavours.

Dimension Required Professional Development /

Work Experience A. Understanding of Students and

their Needs

B. Command of Teaching and Facilitating Skills

Teacher education in understanding school age students and in pedagogical skills

C. Command of Subject Knowledge and Skills

Training in the subject discipline (which may relate to one or more COS areas of studies)

D. Positive Attitude

Not reflected by paper qualifications, but by the inclinations of teachers and the cultivation of positive attitude

E. Authentic Experience Work/trade experience Figure 5.1 The five dimensions for COS teaching

5.5 The course providers have the responsibility to ensure that teachers of COS possess basic competency level for Dimensions A to D, and the ability to draw in expertise, either from their own background or from outside, on Dimension E. The teachers will be advised to undertake ongoing professional development programmes (PDP) to master all the five dimensions of the COS framework.

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5.6 Three streams of PDP are therefore anticipated:

(a) Serving teachers with experience of teaching secondary students - the expected PDP will aim to assist such teachers to acquire work/trade experience (Dimension E) and updated subject knowledge (Dimension C);

(b) Tertiary institution teachers and practitioners with specialist knowledge and experiences - the expected PDP will focus on enhancing the understanding of school-aged students (Dimension A) and command of teaching and facilitating skills (Dimension B);

(c) All teachers will build up a PDP profile to portray their updated subject knowledge and skills (Dimension C) and work/trade experience (Dimension E). Teachers are expected to master competency-based teaching and assessment, which involves the continuous collection of valid and reliable evidence of knowledge and skills which are demonstrated by practical application.

5.7 Professional development may take the form of structured courses, job attachment, school-based training and mentoring. The mechanism for assessing and certifying the teachers’ practical skills and suitability for teaching COS will need to be further explored.

5.8 As in the case of PDP for teachers of other NSS subjects, schools are free to use the school funds or the Teacher Professional Preparation Grant (TPPG) to support the professional development of teachers for COS. School leaders are encouraged to discuss with teachers on the school’s human resource plan, and priorities in the deployment of school funds for professional development.

5.9 Teachers who wish to teach COS may also take advantage of the

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Funding for COS

5.10 Funding for COS will address two distinct phases of implementation:

the transition period and intermediate steps which will occur through the evolving COC pilots;

the longer-term steady state after the initial implementation of the NSS structure.

Transition Period and Intermediate Steps in 2005-09 for COC

5.11 The Government has committed resources of HK$115.6 million for the transition period leading up to 2009 to encourage the growth of diversity of curriculum, assessment and pathways in the senior secondary schools including COC pilots.

5.12 Recurrent provision for the COS, among other things, will be disbursed through a Diversity Learning Grant (DLG). The Government has committed recurrent funding to support diversification of learning opportunities for students, including COS, in the NSS curriculum. In the context of increased but limited funding provision, a viable funding model which maximises the benefits for students needs to be worked out in consultation with schools. Three possible options are set out in para. 5.19 below.

5.13 The first cohort of the COC pilots in 2003-05 was funded by schools and students, and some courses were subsidised by the course providers. Students generally fulfilled the course requirements outside school hours. In the second cohort of 2004-06, courses and student numbers expanded and schools were encouraged to integrate the courses into the school programme and use part of their resources to subsidise the course fees for students.

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5.14 The funding of the third cohort (2005-07) has put the following principles to test:

Students will contribute not more than 18% of the COC course fees.

Students with financial difficulty can apply for fee assistance, in part or in full. This arrangement ensures that no student would be deprived of a diverse education because of financial hardship.

The Government will make up the remaining 82% with the schools contributing 41% from existing resources. Where schools have difficulty meeting their share of the costs, the Government will consider making up the shortfall.

The Government bears the cost of quality assurance.

Course providers contribute to the cost of course development.

These arrangements apply for the third cohort only. Feedback and further evaluation will inform funding arrangements in the future.

Longer Term Steady State Funding for COS

5.15 We see a good case for tripartite contribution from parents/students, the Government and schools in funding the COS.

Contribution by Parents/Students

5.16 The overall guiding principle on future funding arrangements is that a student should not be deterred from choosing any programme in senior secondary which matches their interest, aspirations and aptitude for financial reasons.

5.17 In the steady state, it is intended that students’ contribution to the course fee will be reflected in the school fees. This will mean that the unit cost of COS

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Comprehensive Social Security Assistance Scheme.

Government’s and Schools’ Contribution

5.18 As for the Government’s contribution under the steady state, the cost will consist of three major components:

Subsidisation of COS course fees will be based on actual demand from students. The money from the DLG will support COS courses, and contribute to other ways in which diversity can be built into student programmes, such as electives which may have low student enrolment like French by establishing networked classes.

Assistance for students with financial hardship.

Payment for quality assurance to be carried out by the HKCAA and HKEAA.

5.19 On subsidisation of course fees, we envisage three possible models:

Option (a) Schools apply to EMB for additional funding to top up their expenditure in providing COS courses to their students. EMB vets the applications based on a number of factors, including the number of students enrolled in the COS courses, the financial position of the school, the school’s plan in institutionalising COS in its senior secondary curriculum, etc.

Option (b) Schools share part of the funding of COS courses calculated on the basis of encashed teaching load in offering a school subject of the same duration on a per capita basis.EMB will top up the difference.

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Option (c) The funding for offering COS courses is embedded in the annual subvention. Schools can flexibly deploy their resources to make available a variety of COS courses to meet the learning needs of their students.

5.20 Option (a) seems to be the best option to meet the needs of individual schools, but the administrative overheads will be high (and the required contribution will reflect the higher cost) while at the same time, the vetting process might not match schools’ planning and implementation cycle. Option (b) involves a formula, the details of which will have to be worked out with schools with regard to the various possible scenarios in course planning and year-to-year enrolment variations. Option (c) is the simplest but does not take account of the different needs of schools. It also lacks incentive to encourage schools to offer a diversified curriculum to their students that includes COS.

5.21 A rigorous model for assessing the cost of COS courses will ensure that schools and course providers keep course fees to an acceptable level. Off-site delivery, partnership arrangements with tertiary providers, networks of schools contributing to classes delivered at a single school, and schools operating as specialist centres or regional providers of COS will also contribute to maintaining a realistic cost environment.

Catering for Diverse Interests and Abilities of All Students

5.22 The proposed COS C&A Frameworks will apply to students of all abilities, including non Chinese-speaking students and students with SEN. Adaptation of curriculum, supportive assessment arrangements and choice of medium of instruction will ensure all students can benefit from the NSS curriculum, including COS. Part III of this document provides further details on how the NSS curriculum will cater for students of SEN.

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Chapter 6 Further Work Required and Critical Milestones Ahead

Further Work Required

6.1 The proposals set out in Chapters 4 and 5 will become the building blocks of COS in the NSS curriculum after being fine-tuned in response to views collected in this consultation. The critical milestones are set out in para. 6.3 below.

6.2 During the development of these proposals, thoughts have been given to a number of implementation issues which still require further exploration in the piloting years. It would be very useful if readers could let us know their preliminary views on these issues:

Nomenclature

Some colleagues from the school sector have proposed a change in nomenclature so as to reflect the objectives of COS more accurately - COS is not and should not be confused with pre-employment nor vocational training. Suggestions include ‘applied learning’ and

‘contextual learning’, etc. Comments are most welcome.

Pastoral Guidance

How to give students an overview of possible opening of COS choices through their SS1 studies, so as to make informed choices of electives (including COS) for SS2 and SS3?

How to support schools in building up their capacity in supporting students, in terms of career guidance and counselling, so that they can identify their interests and career aspiration and make informed decisions in the choice of elective subjects and in overcoming obstacles during their studies?

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Professional Development

What are the desirable core and ancillary PDP components for COS teachers? How should these be delivered and certified?

Funding

How to support schools to put in place a school plan so as to use their resources effectively in providing a variety of COS courses to their students to meet their learning needs?

How could the best results be achieved through sharing of resources, cluster schools or learning centres for subjects (including COS courses) with value and potential but small student enrolment? How should these options be implemented?

What is the best funding model which can better utilise scarce resources, while at the same time ensure that schools will offer access to students who will benefit from COS?

What funding model/approach can best facilitate the guiding principle at para. 5.16?

Community Support

In what way could employers and community in general support the development of COS and help to facilitate students taking COS courses?

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Critical Milestones Ahead

6.3 The following table sets out the key milestones for implementation from 2006 to 2009:

Key Areas 2006 2007 2008 2009

Setting up the preparatory COS committee COS

Committee [paras.

4.17-4.18] Trying out the various functions of the preparatory COS committee through COC piloting

Migrating from the preparatory COS committee to COS

Committee

Development of C&A Framework [paras.

4.2-4.4]

Depicting the areas of studies for COS Prioritising the areas of studies for piloting

Reviewing and refining the areas of studies for COS

Establishing a mechanism for reviewing and revising the C&A frameworks for COS

Reviewing and consolidating the C&A

frameworks for 2010-12 cohort

Development of courses by course providers based on the C&A frameworks

Quality Assurance [paras.

4.14-4.25]

Piloting the QA mechanism focusing on curriculum and course delivery

Piloting the QA mechanism focusing on assessment and moderation

Reviewing and revising the QA mechanism for COS

Implementing the QA for NSS COS

Professional Development Programmes [paras.

5.2-5.9]

Running workshops for school

administrators Prioritising the training needs and identifying potential providers Small scale piloting of PDP for COS

Systematic planning of PDP Introducing PDP progressively Reviewing, revising and prioritising PDP as appropriate

Focusing PDP to match the COS courses for the 2010-12 cohort

Funding [paras.

5.10-5.21]

Soliciting views of stakeholders on the funding models proposed in the

consultation document Adopting a funding model for piloting in 2006-08 cohort

Reviewing, revising and adopting the funding model of 2007-09 cohort in the light of feedback from

stakeholders

Reviewing, revising and adopting the funding model of 2008-10 cohort in the light of feedback from stakeholders

Migrating the funding model to NSS in consultation with

stakeholders

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Chapter 7 The Government’s Position on Special Education

7.1 With implementation of the NSS, the Government has pledged to provide six years of secondary education for all students, including those with SEN. To ensure that students with SEN will reap the benefit of the extended years of learning, EMB is carrying out a comprehensive review (the Review) of existing special education services which have a bearing on the development of NSS curriculum for students with SEN. The Review will include an evaluation of integrated education (IE) in ordinary schools and, built on the feedback from the present consultation, chart the way forward for the provision of education in special schools.

7.2 As an integral part of the Review, EMB has commissioned a study by local and overseas experts on the effectiveness of resource management in special schools, known as A Study of the Effectiveness of Special Schools (the Study) in the last quarter of 2005. The Study³ concludes among other things that:

the overall resource allocation to Hong Kong’s special schools, human, financial and capital, is good by world standards. The real challenge lies in resource management. The extent to which these resources are appropriately and effectively deployed varies greatly from school to school;

in the more successful schools, the management of resources is characterised by a strong sense of purpose, distributed leadership, team work and evidence-based prioritisation. However, quality leadership is insufficiently established among some special schools and management at all levels calls for improvement;

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in many of the schools, it is necessary to develop a broader curriculum that will help prepare students for independent living.

The range of teaching strategies used is often narrow and didactic.

Also, strengthened systems for monitoring learning and teaching, and tracking the progress of students need to be put in place;

parents and schools currently cooperate well but that should be a partnership which demands more of students, setting and maintaining higher expectations of achievement; and

there should be a clear statement on the overall purposes of special education and an agreed curriculum framework.

7.3 The present consultation deals with the academic structure and curriculum framework for special schools. Other issues will be dealt with in the Review.

Position and Purpose of Special Education

7.4 Special education is provided for children to overcome their barrier in learning arising from disability or learning difficulties. The overarching objective is to enable students with SEN to maximise their potential to the fullest possible extent, achieve as much independence as they are capable of, and become well-adjusted individuals and contributing members of the community.

7.5 It is Government policy to place students with SEN in ordinary schools insofar as they can benefit from integrated education. However, for students with severe, profound or multiple disabilities who cannot benefit from ordinary school settings, they will be placed in special schools where their disabilities, impairments and learning difficulties will be properly managed, while opportunities will be arranged for them to interact with ordinary students in other settings to enhance learning and social integration.

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7.6 The following chapters present proposals on the design and provision of special education under NSS that centre around improving student learning to achieve the purpose in para. 7.4. Chapter 8 sets out the way forward for the development of the curriculum framework for students with SEN. Chapter 9 outlines student assessment and the support for professional development.

Chapter 10 highlights quality assurance and discusses the exit pathways for students with SEN. Chapter 11 discusses resources considerations and invites comments for further discussion. Chapter 12 sets out the critical milestones in preparation for the implementation of NSS in special schools in 2009.

Underlying Principles

7.7 The following broad principles underpin the design and provision of senior secondary education for students with SEN:

The same curriculum framework should govern student learning throughout the 12-year primary and secondary education, with adaptation to suit students of different learning characteristics and needs.

Students with SEN who are intellectually capable of pursuing the ordinary curriculum will aim at achieving the same curricular objectives for NSS, and be assessed in the same way as other students but with appropriate assessment accommodation.

For students with intellectual disabilities⁴ (ID), the NSS education aims to provide extended years of learning to prepare them for transition to work and adult life. The emphasis will be to enhance their vocational awareness and preparation for independent living, with due regard for whole-person development and nurturing of life-long learning capabilities.

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Students with ID will adopt a NSS(ID) curriculum building upon the prior knowledge and experiences acquired at the basic education level and the Extension of Years of Education (EYE) Programme.

The NSS(ID) curriculum will comprise the same three components, namely core, electives and OLE, and adopt an integrated approach to learning. Each component is placed along a continuum with suitable curriculum adaptation, learning and teaching activities and assessment mode to suit different learning needs.

The NSS(ID) curriculum also aims to provide students, where appropriate, with practical skill training and enhance interface with the post-school pathways.

Under the overall curriculum framework and expected learning outcomes, Individualised Education Programme (IEP) will define the learning goals, pace of learning and level of attainment for individual students with ID. Teachers, specialists, parents and, where appropriate, students will participate in developing the IEP and put in place mechanisms for monitoring progress and learning outcomes.

Proposed Structure for Special Schools under NSS

7.8 It is the policy of the Government to facilitate integration of students with SEN in ordinary schools only where students would so benefit. Experience shows that some students are better off continuing their senior secondary education in special schools. Taking into account the students’ abilities and progression pathways, we propose the academic structure for each type of special schools as follows:

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Schools for the Visually Impaired

7.9 At present, the school for the visually impaired (VI) offers the ordinary curriculum up to junior secondary level. Its students have integrated successfully into ordinary schools at various class levels. We propose to maintain the existing academic structure. School placement services will be provided to enable students to be placed at appropriate class levels in ordinary schools, as and when they are ready for integration.

Schools for the Hearing Impaired

7.10 Students in schools for the hearing impaired (HI) have severe to profound hearing impairment, which causes delays in language acquisition and development.

They may also have serious disability in auditory reception and oral expression.

We propose to maintain 10 years of basic education for these students with normal intellectual ability to prepare them better for the 3-year senior secondary education.

Schools for the Physically Disabled

7.11 Students in schools for the physically disabled (PD) have severe or multiple physical disabilities. Their learning is frequently and regularly disrupted by various therapies and hospitalisation. We propose to maintain 10 years of basic education for PD students with normal intellectual ability to prepare them better for the 3-year senior secondary education.

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Schools for Social Development

7.12 Students in schools for social development have emotional and behavioural difficulties that are transient in nature. They should be re-integrated into ordinary schools when the transient problem subsides. However, some students may relapse and some may encounter, or continue to have, difficulties in the senior secondary levels. We therefore propose that the academic structure be extended by 3 years to cover senior secondary education.

Schools for the Intellectually Disabled

7.13 On grounds of equity, we propose to provide students with ID, including those attending VI, HI and PD schools, 3 years junior secondary education and 3 years senior secondary education. They will be challenged to improve their learning through the IEP which will define the expected learning outcomes.

Hospital School

7.14 At present, the Hospital School caters for children up to junior secondary level in 17 hospital units. Service is provided for students once they enter the hospital irrespective of the length of stay. Students do take sick leave from time to time, even if they are not hospitalised. Currently they are provided with education services only if they are home-bound for at least three months and upon the request of parents. It is therefore questionable whether students should be given lessons in hospital, if they stay for less than three days, since the education service provided is mainly compensatory and remedial in nature. On the other hand, we propose to extend hospital education service to provide for students at the senior secondary levels.

Message from Secretary for Education and Manpower