Key Areas of the Education Reform



List of Abbreviations

|ACTEQ |Advisory Committee on Teacher Education and Qualifications |

|BoE |Board of Education |

|CDC |Curriculum Development Council |

|CDI |Curriculum Development Institute |

|EC |Education Commission |

|EC WG on SPAS |Education Commission Working Group on School Places Allocation Systems |

|ED |Education Department |

|HKEA |Hong Kong Examinations Authority |

|HWB |Health and Welfare Bureau |

|POAC |Primary One Admission Committee |

|QAI |Quality Assurance Inspection |

|QEF |Quality Education Fund |

|REO |Regional Education Offices |

|SCOLAR |Standing Committee on Language Education and Research |

|SSPAC |Secondary School Places Allocation Committee |

|SWD |Social Welfare Department |

|UGC |University Grants Committee |

Key Areas of the Education Reform

The Roles of the Education Commission

The EC is responsible for monitoring the implementation of the education reform, coordinating the various major education advisory/executive bodies on matters concerning the key areas of the education reform (in particular those relating to the interface between the work of different bodies) and providing advice to the Government on how the implementation work could be carried out more smoothly and effectively.

|Item No.|Key Area of the Education |Sub-area(s) |Executive/Advisory Bodies Involved |Party Overseeing This |

| |Reform | | |Area |

|1. |Language education |i.) Language education|CDC/CDI: - set curriculum (including the contents of curriculum, learning targets for each key stage, etc.,) and take other actions| |

| | |policy and strategy |mentioned in item (2) |SCOLAR |

| | | |SCOLAR: -advise on language education policy | |

| | | |advise on the setting of language standards | |

| | | |- advise on measures to achieve the set standards, including providing advice on the teaching pedagogy for language education and | |

| | | |providing advice to ACTEQ on education of language teachers | |

| | | |commission and coordinate related researches | |

| | | |BoE:- promote “learning to read and reading to learn” | |

| | |ii) Medium of |EMB, ED, SCOLAR, BoE: review MOI policy in 2003 | |

| | |Instruction Policy |Steering Committee on the Study on the Enrichment of Language Learning Environment : oversee the study to- | |

| | | |develop a cross-curricular English enrichment programme for CMI students and assess its effectiveness; and | |

| | | |explore effective support measures to help EMI S1 students adapt to the English medium learning environment. | |

|Item No. |Key Area of the Education |Executive/Advisory Bodies Involved |Party OverseeingThis |

| |Reform | |Area |

|2 |Curriculum Reform |CDC: - issue curriculum guides and teaching packages | |

| | |conduct “seed projects” with schools and tertiary institutions to generate successful experiences |CDC |

| | |provide training courses | |

| | |provide school-based support to help schools develop school-based curricula | |

| | |promote the development of quality textbooks | |

| | |gather and disseminate exemplars | |

| | |BoE: - promote “learning to read and reading to learn” | |

| | |study how to help schools cater for students’ diverse needs | |

| | |consider how to establish support networks to facilitate cooperation between schools and other sectors of the community | |

|Item No. |Key Area of the |Sub-area(s) |Executive/Advisory Bodies Involved |Party OverseeingThis |

| |Education Reform | | |Area |

|3 |Support for Schools |school-based support |ED - REO: support school in adopting a whole-school approach to making improvement, including teaching and learning, management & | |

| | | |organisation and support for students. |ED |

| | | | | |

| | | |AID: post-QAI support | |

| | | | | |

| | | |CDI: provide school-based support for curriculum development | |

| | | | | |

| | | |IT Regional Support Team | |

| | | | | |

| | | |Tertiary institutions: various schemes for supporting schools | |

| | | | | |

| | | |Professional associations: promotes sharing of successful experiences and good practices as well as professional development | |

| | |ii) District Teachers’ |ED | |

| | |Network | | |

| | |Quality Education Fund |QEF Steering Committee under the EC: consolidates and disseminates good practices and experiences. | |

| | |Parent support |Steering Committee on Parent Education | |

| | | |BoE Working Group on Promoting Parent Education | |

| | | |Home-school Cooperation Committee | |

| | |support by other sectors |BoE and ED | |

|4 |Professional |Teachers’ professional |ACTEQ: - advise on the levels and types of teacher education; | |

| |development |development |advise on distribution between activities funded by UGC and other activities; |ACTEQ |

| | | |advise on the funding, academic quality and professional relevance of activities, other than those funded by UGC; | |

| | | |advise on the need for any policy changes | |

| | | |advise on any other matters relevant to teacher education. | |

| | | |UGC: teacher education programmes provided by UGC-funded institutions | |

| | | |ED: commission and provide in-service teacher education courses (e.g. Refresher Training Courses, those relating to the curriculum | |

| | | |reform, IT in education, etc.). | |

| | |Principals’ training |BoE Sub-committee on Principals’ Professional Development | |

|Item No. |Key Area of the Education |Sub-area(s) |Executive/Advisory Bodies Involved |Party OverseeingThis|

| |Reform | | |Area |

|5 |Admission Systems |Primary One Admission System |EC WG on SPAS: - monitor the implementation and advise on major issues regarding the implementation which are closely related to the |EC WG on |

| | |(POA) |direction and principles of the reform measures; |SPAS |

| | | |review the point system before the long-term POA mechanism commences in 2005/06. | |

| | | |BoE - monitor the implementation of reform measures | |

| | | | | |

| | | |POAC - advise on implementational details | |

| | |Secondary School Places |EC WG on SPAS: - monitor the implementation and advise on any need for adjusting the reform measures; | |

| | |Allocation (SSPA) |advise on major issues regarding the implementation which are closely related to the direction and principles of the reform measures; | |

| | | |prepare and conduct the interim review in 2003 to advise on the long-term mechanism. | |

| | | |BoE - monitor the implementation of reform measures | |

| | | |SSPAC - advise on implementational details | |

| | | Through-train |EC WG on SPAS: - monitor the implementation and advise on any need for adjusting the reform measures; | |

| | | |- advise on major issues regarding the implementation which are closely related to the direction and principles of the reform measures. | |

| | | | | |

| | | |BoE - monitor the implementation of reform measures | |

| | | | | |

| | | |SSPAC - advise on implementational details | |

| | | | | |

| | | | | |

| | | |UGC and universities | |

| | | | | |

| | |iv) University | | |

| | |admission | |UGC |

|6 |Assessments |Basic Competency Assessments |ED: - overall coordination of the development and implementation of the BCA; |ED |

| | |(BCA) |develop teaching packages to help teachers follow-up on students’ needs identified through the BCA; | |

| | | |provide training and professional support to help teachers make use of the BCA and the teaching packages. | |

| | | | | |

| | | |HKEA: - develop the student and system assessments; | |

| | | |- conduct the central system assessments. | |

| | |Public examinations |HKEA: implement reform of public examinations and align examinations with the curriculum reform. |HKEA |

|7 |Increase in post-secondary | |EMB:- put in place the financial support scheme and regulatory framework to facilitate the increase in post-secondary education | |

| |education opportunities to | |opportunities |EMB |

| |reach the 60% target | | | |

| | | |EC WG on Development of Post-secondary education:- Provide advice on how the target of 60% could be achieved | |

Major Reviews To be Monitored

The Roles of the Education Commission

The EC is currently also conducting the reviews in items (2) to (4) below. Besides, it is also monitoring the review in item (1) below, which arises from the recommendations made in the EC’s Report on “Reform Proposals for the Education Reform in Hong Kong”.

|Item No. |Reviews | |Executive/Advisory Bodies Involved |Party Overseeing This Area |

| | |Sub-area(s) | | |

|1. |Unification of the systems of | |Joint Working Group formed by ED and SWD | EMB, ED, |

| |kindergartens and child care centres | | |HWB & SWD |

|2. |Review on the academic structure for |senior secondary curriculum and assessment |EC WG on Review on academic structure for senior secondary |EC WG on RASIH |

| |senior secondary education and interface | |education and interface with higher education (RASIH) | |

| |with higher education |interface with higher education | | |

| | | | | |

| | |resource implications | | |

|3. |Post-secondary education | |EC WG on Development of Post-secondary Education- review the|EC WG on Development of Post-secondary |

| | | |overall future development of post-secondary education |Education |

| | | | |and UGC |

| | | |UGC – conduct the Review on Higher Education | |

|4. |Continuing education |regulatory framework | |EC WG on Continuing Education |

| | | |EC WG on Continuing Education | |

| | |ii)qualifications framework | | |

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