ENG-2002 — Page 202

EDUCATION

154

reference in September 2002. Two assessment tools, namely the School Value-added Information System and the Assessment Programme for Affective and Social Outcomes, developed from a QEF project have also been released to help schools evaluate students' academic and non-academic performance. Performance Indicators for pre-primary institutions developed in 2000 are being revised and would be ready for use by September 2003.

The implementation of SBM since 2000 has been accompanied by an increasing emphasis on internal school self evaluation processes to assist schools to improve the quality of learning of all their students. The QAI has been valued by schools as an external impetus to set priorities for improvement in the coming years. The Administration is now transforming QAI into an audit mode of inspection. By phases, all schools will be assisted to assess their performance level relative to their own previous standards, to other schools and Hong Kong as a whole, and have their assessment reviewed by an expert external review team once every four years.

Curriculum Development

Curriculum Development Council

The Curriculum Development Council (CDC) is an advisory body that makes recommendations to the Government on all matters relating to school curriculum development from kindergarten to Form 6. Its membership includes heads of schools, practising teachers, parents, employers, academics from tertiary institutions, professionals from related fields or related bodies, representatives from the Hong Kong Examinations and Assessment Authority and the Vocational Training Council, as well as officers from the Education Department.

Curriculum

The school curriculum in Hong Kong is defined in terms of the five essential learning experiences, i.e. moral and civic education, intellectual development, community service, physical and aesthetic development and career-related experiences for lifelong learning and whole-person development of students. Henceforth, all students are entitled to the five learning experiences that correspond to ethics, intellect, physique, social skills and aesthetics.

In 2001, the CDC developed an open, coherent and flexible curriculum framework that enables students to meet the challenges

meet the challenges of a knowledge-based society. The framework is composed of three interconnected components: Key Learning Areas', Generic Skills2 and Values and Attitudes3. The Key Learning Areas serve as the major knowledge domain of subjects providing contexts for the development of generic skills and values and attitudes. By making use of the curriculum framework, schools are now offering their students a broad and balanced curriculum.

1 Existing subjects are grouped into eight Key Learning Areas: Chinese Language Education; English Language Education; Mathematics Education; Science Education; Technology Education; Personal, Social & Humanities. Education; Arts Education; and Physical Education.

2 Nine Generic Skills helping students to learn how to learn: collaboration skills, communication skills, critical thinking skills, creativity, information technology skills, numeracy skills, problem-solving skills, self- management skills, and study skills.

3 For example: national identity, responsibility, perseverance, respect for others, commitment, trust, and modesty.