Development Blueprint Becoming a University of Education 1

J U N E 2 0 0 7 Development Blueprint Becoming a University of Education 1. In the public interest: Hong Kong needs a University of Education SECTION 1 In the public interest: Hong Kong Needs a University of Education Education in the new era 1. Hong Kong no longer accepts a system in which teachers are trained in colleges while members of other professions are educated at universities. It is widely accepted that in an era of rapid social, technological and economic change the role of teachers is more important, and more challenging, than ever (OECD, 2001; 2005). The teacher who graduates today may at the end of a 40-year career be teaching a student who can look forward to another 70 years of active life. Our challenge is to equip teachers with knowledge, skills and attitudes which will still be valuable in face of rapid and unpredictable change. 2. This has clear implications for teachers, for schools, for officials and for education planners. The Curriculum Development Council (2001) defined the overall aims of the school curriculum as to “provide all students with essential lifelong learning experiences for whole person development in the domains of ethics, intellect, physical development, social skills and aesthetics, according to individual potential” and “help students learn through cultivating positive values, attitudes and a commitment to lifelong learning, and through developing generic skills to acquire, construct and communicate knowledge.” 2 3. Flexibility, intellectual agility and willingness to learn throughout life will be vital qualities for both students and teachers. The situation requires a new definition of education, in which the student is prepared not for predictable features of his or her future, but for the manifold possibilities of a future in which the only certainty is change. 4. This applies to each and every member of the community. The ageing trend in the developed world has led to wide-ranging economic, social and cultural consequences, including the need of lifelong learning and self-enrichment opportunities for an ageing population. In this regard, the Education Commission (2000) said: “In the tide of changes, everyone has to meet new challenges. Adaptability, creativity and abilities for communication, self-learning and cooperation are now the prerequisites for anyone to succeed, while a person’s character, emotional qualities, horizons and learning are important factors in achieving excellence.” The Commission added: “Education is infinitely important for everyone.” 5. These assessments indicate a need for our society to deploy a large and appropriately educated corps of teachers. The Hong Kong Institute of Education (HKIEd) has the unique role among local tertiary institutions of providing “a range of programmes … which provide suitable preparation for a career in education and teaching” and “a source of professional advice and development, and of research in education” to support schools in Hong Kong (UGC, 2004). This Development Blueprint looks at how that agreed role can be developed and expanded over the next 10 years to meet the challenges of the new century. It explains what a University of Education can offer to Hong 3 Kong, to the Mainland and to the world. In Section 3, we will outline the capacity of the HKIEd and how its mission will be enhanced. Opportunities for educational development in Hong Kong and beyond 6. The previous section highlighted the new definition of education and how education contributes to human capacity development. We believe that this implies a need for a University of Education with the mission and the ability to support educational development in the Hong Kong SAR and those areas of the Mainland with which Hong Kong is engaged. This expanded vision also responds to the Administration’s policy of turning Hong Kong into a regional “education hub”. Meeting the needs of HK schools in an era of reform 7. It is now recognized both nationally and internationally that high quality teachers are the key to creating a successful future for both individuals and society. Current economic changes require a workforce and a citizenry that are highly skilled, knowledgeable, creative and entrepreneurial, with a capacity to solve problems, invent solutions and develop new ways of thinking about the work they do. The pre-1997 school curriculum did not deliver these outcomes and this pointed to the need for the education reforms that have been underway since 2000. 4 a) Lifelong learning and professional development for teachers 8. Prior to the establishment of the HKIEd, most of Hong Kong’s primary school teachers had two years of training after completing Secondary 7. The expectation now is that all new primary and secondary school teachers will have four years of higher education. There is little doubt that, following international trends, in the future a master’s degree will become a standard indication of an individual’s commitment to maintaining his or her professional teaching skills. A University of Education can play a key role in facilitating teachers’ lifelong learning by providing access to master’s degree study and pathways to other levels of study. These should not be traditional theory-based courses reminiscent of older universities. They must focus on the integration of theory and practice because the purpose of advanced professional education is to bring about substantive improvement in classrooms. b) A research-based approach to school and classroom change 9. A University of Education with access to research postgraduate places can contribute significantly to the development of a research-based culture in schools. Research directly focused on the problems of schools can yield outcomes of practical and social relevance. Research partnerships can be established with schools so that research is not something that is done “to” schools, but rather “with” schools. Teachers can become researchers either by enrolling in award courses or by working with university researchers. The benefits of such partnerships are well documented internationally. 5 c) Enhancing school and teacher leadership 10. Schools need leaders who are visionary, strategic and committed to change and reform. The principal training courses now conducted by HKIEd need to be transformed into award courses for both principals and teachers in leadership, management and organizational change conducted by the University of Education. The role of leadership in school settings needs to be the subject of research and investigation so that local schools can benefit from the latest ideas. The focus of such investigations should be on actual practice so that there is a better understanding of leadership in its cultural contexts. d) Catering for a more diverse student population 11. The most significant implication of the 3-3-4 reforms to senior secondary education is that many students who now leave school at the earliest opportunity will have to stay longer. Teachers will have to consider the needs of a wider range of students. Developing the needed skills in the entire teacher population will be a significant challenge for Hong Kong schools but it is a challenge for which a University of Education is well equipped. e) Providing for the needs of new school subjects 12. The introduction of new school subjects is an important aspect of the senior secondary reform and it creates new demands for teacher education – both pre-service and in-service. Currently HKIEd is providing postgraduate courses for teachers preparing to introduce the new subject of Liberal Studies in 2009. Much more will be needed to support both schools and the community during the implementation of this subject. 6 f) Supporting early childhood educators 13. The HKIEd has been pivotal since its establishment in enhancing the status and quality of early childhood education in Hong Kong. A University of Education which starts already in possession of experience, staff expertise, an exemplary Early Childhood Learning Centre and the best facilities to support teacher education in the early childhood sector, can play a leading role in continuing to raise professional standards in this sector. 14. Hong Kong’s future is in its schools, its teachers and its students. A University of Education will contribute to meeting Hong Kong’s educational needs in the twenty first century. This may mean leaving behind older conceptions of what a university is and exploring new models to meet the challenges ahead. Expanding teacher education services outside Hong Kong 15. A University of Education will play an important role in supporting the HKSAR’s efforts to become a regional hub of teacher education. Building on established networks, it will extend its educational services beyond the border to meet the growing need for in-service teacher education on the Mainland, particularly the Macau SAR and the Pan-Pearl River Delta. a) The Mainland 16. The China mainland is a huge potential market for Hong Kong’s education services (Hong Kong Trade Development Council, 2005). In teacher education, the Central Government is committed to improving the quality of education and to enhancing the quality of its teachers through pre-service and in-service teacher education. The State Council has repeatedly stated in 7 various policy papers that science and education have been the twin motors in supporting the rise of modern China in the international arena since the 1990s. This principle has guided the formulation of national education policy. As Premier Wen Jiabao recently stated in a meeting with renowned educators, “having quality teachers is a key to success in upgrading the quality of education. China does need a great team of school teachers with fine quality, a large number of educators. The government has to further invest in teacher education for attracting excellent youngsters to become teachers.” (Xinhua News, Nov. 22, 2006) 17. Teacher development is a major concern of the education reform on the Mainland.

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