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Aligned Instructional Systems China Hong Kong Page 1 Aligned Instructional Systems: China Hong Kong Written by: Tina Isaacs and Brian Creese, with Alvaro Gonzalez With contributions from: Arthur Chapman, Janet Davies, Justin Dillon, Esme Glauert, Paul Grainger, Martin Hollins, Jenny Houssart, David Lambert, David Mitchell, Candia Morgan, Gemma Moss, David Pepper, Richard Shewry and Cathy Smith This report was funded by the National Center on Education and the Economy. The authors are grateful for the help provided by Katharine Carruthers, Sunny Young, Yun You, Lin Pan and others from the Hong Kong education agencies who read and commented on the report Aligned Instructional Systems China Hong Kong Page 1 Contents History and background ........................................................................................................... 4 Post-colonial education reform ............................................................................................. 5 Structure of educational system .............................................................................................. 6 Policy, aims and vision .......................................................................................................... 10 Twenty First Century Skills .................................................................................................... 12 Innovation in education ...................................................................................................... 12 Governance ........................................................................................................................... 14 Governance of the instructional system ............................................................................. 14 Public/private ...................................................................................................................... 16 Textbooks ........................................................................................................................... 16 Accountability ......................................................................................................................... 17 Setting Standards .................................................................................................................. 19 Teacher training ..................................................................................................................... 20 Initial teacher training ......................................................................................................... 20 Continuous Professional Development .............................................................................. 21 Curriculum overview .............................................................................................................. 22 Language of instruction ...................................................................................................... 26 Assessment processes .......................................................................................................... 27 Assessment for learning ..................................................................................................... 27 School-based assessment ................................................................................................. 27 Examinations and certification ........................................................................................... 28 Territory-wide System Assessment .................................................................................... 30 International testing ............................................................................................................... 31 Detailed analysis of curriculum .............................................................................................. 32 Primary: Chinese language ................................................................................................ 32 Primary: Mathematics ........................................................................................................ 37 Primary: Science ................................................................................................................ 40 Secondary: Chinese language ........................................................................................... 43 Secondary: Mathematics .................................................................................................... 44 Secondary Science ............................................................................................................ 51 Secondary: Earth Science .................................................................................................. 56 Aligned Instructional Systems China Hong Kong Page 2 Secondary: Biology ............................................................................................................ 59 Secondary: Chemistry ........................................................................................................ 66 Secondary: Physics ............................................................................................................ 74 Secondary: Social Studies ................................................................................................. 78 History ................................................................................................................................ 78 Secondary: Geography ...................................................................................................... 86 Vocational education .......................................................................................................... 88 References ............................................................................................................................ 96 Aligned Instructional Systems China Hong Kong Page 3 History and background Hong Kong is one of the most densely populated cities in the world with a population in 2013 of over seven million. Its population has been growing steadily, mainly due to an influx of approximately 45,000 mainland residents each year, who, however, do not have a right of residence. Almost all of the people who live in Hong Kong are of Chinese descent. The 5% who are not are primarily Indian, Pakistani, Nepalese, Vietnamese, Filipino and Thai, many of whom are employed as domestic helpers. There are also some Europeans, Australians and North Americans, Japanese and Koreans who mainly work in the city’s financial sector. Hong Kong has two official languages – Cantonese and English, but more and more emphasis is being put on Mandarin Chinese (Putonghua), the language of the mainland, although only 1.4% of the population speak it (Li & Pinna 2013). Because the Hong Kong was a colony of the UK from 1841 to 1997, its pre-1997 education system mirrored that of the colonial power. While some reforms were undertaken while the British were still in power, for example the Llewelyn Report of 1982 paved the way for a more student-centered view of education – against which teachers resisted – much of Hong Kong’s current educational practice dates from 1997. Law characterizes the Hong Kong education system as “a harmonious compromise ...between Western progressive thought...and eastern traditional practices” (Law 2014, 219) with its unusual combination of personal autonomy and communal preferences. Hong Kong’s sovereignty was returned to China in 1997 but it was not fully brought into line with mainland governmental practices, maintaining a “one country, two systems” policy. Hong Kong remains a separate jurisdiction and maintains autonomy in all areas except defence and diplomacy. As a Special Administrative Region (SAR) of China, Hong Kong, maintains an independent legislature, with a distinct currency and policies of its own, independent from the national government of Beijing. Hong Kong maintains its own system of education that reports to the Hong Kong government, without direct relations with the Ministry of Education in Beijing. Its education system is quite different from that of the rest of China, “with a unique history, structure and reform trajectory” (OECD 2010, 98). Prior to 1997, Hong Kong’s education system followed the British pattern of six years of primary school followed by seven years of secondary school. The last two years were the preserve of students who wanted to go on to university education, and those students took A level courses and examinations. University courses were three years long. Those who successfully completed the first five years of secondary education were awarded Hong Kong Certificates of Aligned Instructional Systems China Hong Kong Page 4 Education (HKCE) (the equivalent of O levels) but fewer than 50% of these students went on to the next two years of upper secondary. Only 18% of students went on to university. There had never been many government schools in Hong Kong. From the 1950s to the late 1970s, government subsidized churches, charities and other institutions that together formed a public school system. Six year compulsory primary education was introduced in 1965, which simply reinforced an already nearly universal primary enrollment. Non-fee paying compulsory education for children’s first nine years of schooling was only introduced in 1979 (Li & Pinna 2013). Private schools proliferated in the 1970s in response to a shortage of local school places, some of which offered less than adequate educational provision. Once the principle of free schooling took hold, most of such schools disappeared. However,
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