ENG-2001 — Page 198

EDUCATION

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in 1994. So far, improvement works for 367 schools have been completed. The aim is to complete the programme covering some 900 schools by the 2004–05 school year.

Curriculum Development

The holistic review of the school curriculum conducted in the context of the education reform and in line with the aims of education for the 21st century by the Curriculum Development Council (CDC) was completed. A report, which set out the directions of curriculum development for the next 10 years, was prepared. An open and flexible curriculum framework which focuses on helping students learn how to learn has been developed. It aims to provide students with five learning experiences that correspond to moral and civic education, intellectual development, community service, physical and aesthetic development and career-related experiences. Generic skills, values and attitudes, and knowledge in key learning areas (subject knowledge/concepts) are the major components of the curriculum framework. Existing subjects are grouped into eight Key Learning Areas (KLAS) — Chinese Language Education; English Language Education; Mathematics Education; Personal, Social and Humanities Education; Science Education; Technology Education; Arts Education and Physical Education. Schools are recommended to choose subjects under the eight KLAs so as to provide a broad and balanced curriculum to their students.

To support schools in implementing the recommendations of the report, the Curriculum Development Institute (CDI) will continue to provide training programmes for teachers including web-based courses, promote life-wide learning, facilitate the development of desirable learning environments, conduct relevant research and development projects, and disseminate effective curriculum practices. Moreover, the school-based curriculum development teams of the CDI will continue to provide supportive services to schools in developing school-based curricula. Priority for the year was set for nurturing curriculum leadership and developing professionalism of school principals and teachers.

The primary school curriculum has been reviewed to incorporate the Target Oriented Curriculum elements across all subject curricula. Curriculum guides for basic education, key learning areas and various subjects are under preparation.

The secondary school curriculum offers a broad range of subjects to provide students with diversity of choices so as to prepare them for further education or employment. The sixth form curriculum prepares students for further education, employment and adult life. To prepare students for future challenges, relevant information technology competencies have been incorporated into various subject curricula.

Moreover, the CDC provides teaching guidelines and support materials to schools for cross-curricular studies in areas such as civic education, moral education, drug education, environmental education, sex education and AIDS education, and they have been integrated into various subjects in the secondary school curricula. The Guidelines on Civic Education, which have been implemented since September 1996, aim to enhance an understanding of the Basic Law and the concept of 'one country, two systems', and to instil in students a sense of belonging to the HKSAR, an identity with China and an understanding of the global community. Emphasis continues to be placed on promoting students' judgment and critical thinking. Since the 1998–99