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EDUCATION

Hong Kong. The self-assessment will then be reviewed by an expert external review team once every four years. This process identifies areas in which the school does well and allows each school to set out its direction for improvement.

Governing Bodies of Tertiary Institutions

Each tertiary institution has its own structure of governance, set out in its ordinance. The structure includes a governing body (called the council or the court), a body to regulate academic affairs (called the senate or the academic board) and, in some cases, an executive body.

The Chief Executive of the HKSAR, in his capacity as Chancellor of the universities, is empowered by the ordinances to appoint the chairman of each governing body, as well as a prescribed number of members. This ensures a balanced distribution of members from the industrial, commercial and academic fields.

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 senior secondary forms. 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 and Manpower Bureau.

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 of a knowledge-based society. The framework is composed of three interconnected components: Key Learning Areas1, 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

The school curriculum is sufficiently diversified, providing students at all levels with a variety of options to cater for their different aptitudes, abilities and learning needs.

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 in the areas of collaboration, communication, critical

thinking, creativity, information technology, numeracy, problem-solving, self-management, and study.

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