ENG-1996 — Page 204

EDUCATION

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pupils with problems. It enforces compulsory education through identification of school dropouts and providing follow-up services, and ensures an adequate provision of study room facilities. Three studies were completed by the Student Guidance Section in 1996: understanding schools' needs; identifying the at-risk groups of pupils; and using peer support and life skill counsellors to tackle the drug problem.

Performance Pledge

The Board of Education monitors the department's performance against the targets and standards pledged through an Educational Services Liaison Sub-committee. The monitoring results show that the department fulfilled over 99 per cent of its pledges during the year. To explore the feasibility of extending the performance pledge programme to schools, a pilot scheme was initiated in April 1995. The programme was further extended to all government schools and four aided schools in May 1996.

Advisory Inspectorate

The Advisory Inspectorate advises schools on curriculum implementation, teaching methodology and educational resources; and offers in-service teacher education programmes in the form of short courses, seminars and workshops. Its teaching and resource centres offer resources and advice to kindergarten, primary and secondary teachers about language, mathematics, science, humanities, computer education, cultural crafts, music, kindergarten teaching and cross-curricular issues including civic education, moral education, environmental education, sex/AIDS education and drug education.

Curriculum Development Institute

The Curriculum Development Institute (CDI) is staffed by both civil servants and contracted educators. It develops and reviews curricula, liaising with the HKEA and tertiary institutions; helps schools implement curriculum policies and innovations; provides a secretariat for the Curriculum Development Council; and conducts research, experimentation and evaluation in curriculum planning.

The CDI continued to develop the Target Oriented Curriculum (TOC) and prepare for its full implementation in schools by phases. Progress was also made in the TOC assessment mechanism and schools were sent relevant guidelines after consultation.

Revision of the Guidelines on Civic Education in Schools was completed with emphasis on preparing students for the transition of Hong Kong to a Special Administrative Region. The new Guidelines were issued to all schools for implementation in September 1996. Work continued on projects including curriculum integration, curriculum modularisation and the development of curricula for the academically-gifted and the less able. The Fung Hon Chu Gifted Education Centre offered enhancement programmes for academically gifted pupils besides developing school-based projects and organising related training courses. A school-based curriculum tailoring scheme helped academic under-achievers. Facilitated by a Central Curriculum Development Support Team, the scheme was extended to a total of 80 schools in September 1996. Guides were produced on the curricula for students with various special education needs.