APPLICATION for REFUND of REGISTRATION FEE / TUITION FEE for NEW INTAKES (AY2021/22) 申請須知 Notes on Application 1
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2019 JUPAS Admissions Scores of 9 JUPAS Participating-Institutions (Applicable to LOCAL JUPAS Applicants Only)
2019 JUPAS Admissions Scores of 9 JUPAS Participating-institutions (applicable to LOCAL JUPAS applicants only) ©JUPAS [2019] All rights reserved. No part of this publication may be reproduced in any material form (including but not limited to photocopying or storing it in any medium by electronic means or on the internet or otherwise) without the prior written permission of JUPAS / JUPAS participating-institutions except in accordance with the provisions of the Copyright Ordinance. The information contained in the JUPAS website is solely owned by JUPAS. The JUPAS Office cautions members of the public that any such information reproduced in part or in whole in any format by parties other than JUPAS and without the prior knowledge or written consent of JUPAS may be incomplete, misleading, and / or inaccurate. JUPAS takes no responsibility for the unauthorised use of any of its information. Members of the public are advised to refer to the information contained in the JUPAS and 9 JUPAS participating-institutions' websites as the official source of Admissions Scores. The information contained here is extracted from the websites of the respective JUPAS participating-institutions and is applicable to LOCAL JUPAS APPLICANTS only. You are advised to consult the websites of the respective JUPAS participating-institutions for further and additional information. As not all programmes select students on the basis of HKDSE Examination levels / grades alone and the actual levels / grades of the students admitted to each programme may vary from year to year (depending on the overall levels / grades achieved by applicants in a particular year, the number of applicants applying to the programme, changes in selection criteria, etc.), information in this section is for reference only, and should not be used to predict the chance of admission to any programme in subsequent years. -
Services Offered by the Vocational Training Council (VTC)
For information CoP Paper 15/2005 Commission on Poverty (CoP) Services Offered by the Vocational Training Council (VTC) Purpose To outline the range of services offered by the VTC and the initiatives being planned to support the Government’s efforts in alleviating poverty. Overview 2. The VTC is the largest vocational education and training institution in Hong Kong. It offers a wide range of pre-employment vocational education and training programmes for students leaving the mainstream education system at Secondary 3, Secondary 5 and Secondary 7 levels, and also for the non-engaged youth (NEY), to equip them for employment and further studies, if they so choose. It also offers part time programmes for working adults for upgrading their skills and knowledge. 3. The VTC’s courses and services are delivered mainly through : (a) The nine campuses of the Hong Kong Institute of Vocational Education (IVE) (see Annex) (b) the 18 Training and Development Centres (see Annex) (c) the Apprenticeship Unit in Pokfulam, Kowloon Bay and Kwai Chung (d) the VTC Youth College at So Uk Estate (e) the VTC Yeo Chei Man Senior Secondary School at Tseung Kwan O (f) the three Skills Centres for people with disabilities (in Kwun Tong, Tuen Mun and Pokfulam) (a) The IVE 4. The IVE mainly offers full time and part time fee-charging vocational education courses in nine academic disciplines, leading to the award of qualifications from Certificates, Foundation Diploma, Diploma to Higher Diploma : • Applied Science; • Business Administration; • Child Education and Community Services; • Information Technology; • Construction; • Design, Printing, Textiles and Clothing; - 2 - • Electrical and Electronic Engineering; • Hotel, Service and Tourism Studies; • Mechanical, Manufacturing and Industrial Engineering. -
2015 JUPAS Admissions Scores of 9 JUPAS Participating-Institutions
2015 JUPAS Admissions Scores of 9 JUPAS Participating-institutions ©JUPAS [2015] All rights reserved. No part of this publication may be reproduced in any material form (including photocopying or storing it in any medium by electronic means or on the internet or otherwise) without the prior written permission of JUPAS / JUPAS participating-institutions except in accordance with the provisions of the Copyright Ordinance. The information contained in the JUPAS website is solely owned by JUPAS. The JUPAS Office cautions members of the public that any such information reproduced in part or in whole in any format by parties other than JUPAS and without the prior knowledge or written consent of JUPAS may be incomplete, misleading, and / or inaccurate. JUPAS takes no responsibility for the unauthorised use of any of its information. Members of the public are advised to refer to the information contained in the JUPAS and 9 JUPAS participating-institutions' websites as the official source of Admissions Scores. The information contained here is extracted from the websites of the respective JUPAS participating-institutions. You are advised to consult the websites of the respective JUPAS participating-institutions for further and additional information. As not all programmes select students on the basis of HKDSE Examination levels / grades alone and the actual levels / grades of the students admitted to each programme may vary from year to year (depending on the overall levels / grades achieved by applicants in a particular year, the number of applicants applying to the programme, changes in selection criteria, etc.), information in this section is for reference only, and should not be used to predict the chance of admission to any programme in subsequent years. -
Top-Up Degree Admission (Direct / Non-JUPAS Application to Bachelor's Degree Programmes)
Undergraduate Programmes 2014 Entry Advanced Standing I (ASI) / Advanced Standing II (ASII)(Senior-year places) / Top-up Degree Admission (Direct / non-JUPAS Application to Bachelor’s Degree Programmes) Students with a recognized qualification may be admitted to the University with advanced standing. Students admitted with advanced standing may complete the degree with a minimum of 60 or 90 credit units, subject to the requirements of individual degrees/majors. Advanced Standing I (ASI) Students with Advanced-Level Examinations or other recognized qualifications may be admitted to the University with Advanced Standing I. They have to achieve a minimum requirement of 90 credit units for graduation subject to the requirements of individual colleges/schools, and the maximum number of credit units completed should not exceed 114. Advanced Standing II (ASII) Students with Associate Degree, Higher Diploma or other recognized qualifications may be admitted to the University with Advanced Standing II. They have to achieve a minimum requirement of 60 credit units for graduation subject to the requirements of individual colleges/schools, and the maximum number of credit units completed should not exceed 84. Students admitted with advanced standing will not be entitled to any credit transfer on the basis of their previous qualifications attained prior to their admission to the University. Instead, students may be granted exemption from specific courses based on prior study. Government-Funded Bachelor’s Degree Programmes (Full Time) College of Business -
Hong Kong Fact Sheets
HONG KONG : THE FACTS Education The total budgeted government expenditure on education (DP) stage and the Central Allocation (CA) stage. At the in the 2015-16 financial year is $79.3 billion, representing DP stage, parents can apply for admission to only one 18 per cent of total government expenditure. government or aided primary school of their preference, The Government has extended free education in and admission is based on the criteria prescribed by the public sector schools from nine years to 12 years as from EDB. At the CA stage, P1 places are centrally allocated by the 2008/09 school year. In addition, full subvention has the EDB according to the school net, parents’ choice of been provided for full-time courses run by the Vocational schools, and a given random number. Chinese is the Training Council (VTC) for Secondary 3 school leavers, language of instruction in most schools with English taught giving senior secondary students an alternative free as a second language. avenue to conventional education. In September 2014, about 266 153 children were There are three main types of local schools – enrolled in 452 public sector primary schools. government schools which are operated by the Since the curriculum reform at the basic education Government; aided schools which are fully subvented by level in the 2001/02 school year, there has been enhanced the Government but run by voluntary bodies; and private learning and teaching in classrooms. Students are now schools, some of which receive financial assistance from enjoying a wide range of learning activities and there are the Government. -
HKHS Gerontech Competition Encourages Young People to Put STEM Learning Into Practice to Improve the Quality of Life for Seniors
Press Release 16 April 2021 HKHS Gerontech Competition Encourages Young People to Put STEM Learning into Practice to Improve the Quality of Life for Seniors In the light of an ageing population, gerontechnology is pivotal to achieving ageing-in-place and independent living of the elderly. The Hong Kong Housing Society (HKHS) being a pioneer in elderly housing and related services has organised the inaugural HKHS Gerontech Competition in this academic year, thereby supporting STEM education while promoting gerontechnology and intergenerational harmony in the community. The Competition was successfully concluded with an award presentation ceremony today (April 16), and the winning designs are going to be showcased at the HKHS Exhibition Centre in May this year. More than 750 students from nearly 150 teams participated in the two categories of “Secondary School Student” and “Tertiary Student (Vocational Training Council Group)”, to compete for the Gold, Silver and Bronze Awards, and also the Best Creativity Award, Best Application Award and the Most Popular Award which was returned by public voting. HKHS Chairman Walter Chan said, “The Housing Society has endeavoured to integrate the objectives of ageing-in-place and intergenerational harmony in our business. Our first elderly housing projects were launched more than 20 years ago, and since then elderly housing has become one of our core business in face of the ageing population. The third Senior Citizen Residences Scheme project at Lee Kung Street is expected to complete in 2022, and we will also provide elderly housing in rental estate redevelopment and dedicated rehousing estate projects, in an effort to help the elderly people age in place. -
Starting from the Current JUPAS (2008) Cycle
Acceptance of alternative qualifications in Chinese Language for admission to the University Grants Committee (UGC)-funded Institutions and undergraduate programmes under the Study Subsidy Scheme for Designated Professions / Sectors (SSSDP) 1 Starting from the 2008 Joint University Programmes Admissions System (JUPAS) cycle, the UGC-funded institutions have considered, for the purpose of satisfying their entrance requirements, alternative qualifications in Chinese Language, under specified circumstances, in lieu of the general Chinese Language requirement for JUPAS applicants seeking admission based on the Hong Kong Advanced Level Examination. 2 Under the New Academic Structure, all UGC-funded institutions continue with the arrangement to accept alternative qualifications in Chinese Language in lieu of the general Chinese Language requirement in the Hong Kong Diploma of Secondary Education Examination (HKDSE). 3 Starting from the 2015/16 academic year, under the SSSDP, the Government has subsidised students to pursue designated full-time locally-accredited self-financing undergraduate programmes in selected disciplines to nurture talents to meet Hong Kong’s social and economic needs. Applicants for the subsidised places under the SSSDP mainly apply through JUPAS. The SSSDP institutions will also accept non-Chinese speaking (NCS) students1 alternative Chinese Language qualifications under specified circumstances. Alternative Qualifications in Chinese Language (for NCS Applicants only) 4 Starting from the 2017 JUPAS cycle, the HKDSE Category B: Applied Learning Chinese (for non-Chinese speaking students) (ApL(C)) is also accepted for the purpose of meeting the general entrance requirements in respect of Chinese Language of the 9 JUPAS participating-institutions and the SSSDP institutions as an alternative qualification in Chinese Language, in addition to those under the General Certificate of Education (GCE), General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE). -
Programme Booklet 2015
Commission on Poverty www.povertyrelief.gov.hk Opening Doors To Create Equal Opportunities for All 2 The Programme 4 Upward Mobility Booster 18 Upward Mobility Formula 24 Upward Mobility Scholarship 38 Looking Forward "Future Stars" runs for three years from 2014, with an aim to encourage youths from less privileged backgrounds in achieving upward social mobility. The programme is Upward Mobility launched by the Commission on Poverty and administered Formula by The Hong Kong Council of Social Service. In 2015, the programme continues to benefit the youths with three Corporate visits encourage youths to distinctive projects in its second year of implementation - plan for their future Beneficiaries in 2015: 6500 Upward Mobility Scholarship Scholarships encourage Upward Mobility Booster students demonstrating Workplace skills training and resilience in adversity internships enhance youths’ Beneficiaries in 2015: employability 1145 Beneficiaries in 2015: 670 2 3 4 A.C.E2 – a Holistic Life Planning Project for Youth-in-Transition Organiser: Tung Wah Group of Hospitals Tuen Mun Integrated Services Centre Sponsoring organisation: Meiriki Japan Company Limited Duration: April to December 2015 Beneficiaries: Secondary 4 or above less privileged students Number of beneficiaries: 47 Activities include: • Career counselling groups/seminars • Vocational preference tests • Corporate visits • Internships • Entrepreneurship workshops Participating organisations: • Meiriki Japan Company Limited • 1/1 Leather Workshop • ACE Life Insurance Company Ltd. • Action -
Hong Kong's Post-Colonial Education Reform
University of Richmond UR Scholarship Repository School of Professional and Continuing Studies School of Professional and Continuing Studies Faculty Publications 2017 Hong Kong’s Post-Colonial Education Reform: Liberal Studies as a Lens Robert W. Spires University of Richmond, [email protected] Follow this and additional works at: https://scholarship.richmond.edu/spcs-faculty-publications Part of the Education Commons Recommended Citation Spires, Robert. “Hong Kong’s Post-Colonial Education Reform: Liberal studies as a lens.” International Journal of Education Reform, 26:2 (2017): 156-175. This Article is brought to you for free and open access by the School of Professional and Continuing Studies at UR Scholarship Repository. It has been accepted for inclusion in School of Professional and Continuing Studies Faculty Publications by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. Hong Kong’s Postcolonial Education Reform Liberal Studies as a Lens Robert Spires ABSTracT: The Hong Kong education system is at a crucial point in its trajectory, and changes to public education also reflect broader social, eco- nomic and political changes within Hong Kong and globally. Since the 1997 handover of Hong Kong from British control to China, Hong Kong has struggled to develop its own identity under the One Country, Two Systems premise. One of the compulsory courses in the Hong Kong curriculum known as liberal studies, introduced in 2009, provided a useful departure point for exploring many social tensions occurring in Hong Kong. Exploring education reform through liberal studies explains how these social tensions manifest within education, and how these educational tensions manifest within the broader society. -
Acceptance of Alternative Qualifications in Chinese Language for Admission to the University Grants Committee
Acceptance of alternative qualifications in Chinese Language for admission to the University Grants Committee (UGC)-funded Institutions and undergraduate programmes under the Study Subsidy Scheme for Designated Professions / Sectors (SSSDP) 1 Starting from the 2008 Joint University Programmes Admissions System (JUPAS) cycle, the UGC-funded institutions have considered, for the purpose of satisfying their entrance requirements, alternative qualifications in Chinese Language, under specified circumstances, in lieu of the general Chinese Language requirement for JUPAS applicants seeking admission based on the Hong Kong Advanced Level Examination. 2 Under the New Academic Structure, all UGC-funded institutions continue with the arrangement to accept alternative qualifications in Chinese Language in lieu of the general Chinese Language requirement in the Hong Kong Diploma of Secondary Education Examination (HKDSE). 3 Starting from the 2015/16 academic year, under the SSSDP, the Government has subsidised students to pursue designated full-time locally-accredited self-financing undergraduate programmes in selected disciplines to nurture talents to meet Hong Kong’s social and economic needs. Applicants for the subsidised places under the SSSDP mainly apply through JUPAS. The SSSDP institutions will also accept non-Chinese speaking (NCS) students1 alternative Chinese Language qualifications under specified circumstances. Alternative Qualifications in Chinese Language (for NCS Applicants only) 4 Starting from the 2017 JUPAS cycle, the HKDSE Category B: Applied Learning Chinese (for non-Chinese speaking students) (ApL(C)) is also accepted for the purpose of meeting the general entrance requirements in respect of Chinese Language of the 9 JUPAS participating-institutions and the SSSDP institutions as an alternative qualification in Chinese Language, in addition to those under the General Certificate of Education (GCE), General Certificate of Secondary Education (GCSE) and International General Certificate of Secondary Education (IGCSE) examinations. -
List of Senior Staff / Head of Operational Unit As at 16 Oct 2020)
STAFF LIST CONTENT (List of Senior Staff / Head of Operational Unit as at 16 Oct 2020) OPERATIONAL UNITS .................................................................................................................... 3 SENIOR DIRECTORATES' OFFICE ....................................................................................................... 3 CENTRAL SERVICES DIVISION ........................................................................................................... 3 DIGITAL FUTURE OFFICE ..................................................................................................................... 3 DIPLOMA OF FOUNDATION STUDIES PROGRAMME BOARD OFFICE ................................ 3 ESTATES, HEALTH & SAFETY DIVISION ........................................................................................ 3 EXTERNAL RELATIONS OFFICE ......................................................................................................... 4 FINANCE & SUPPLIES DIVISION ......................................................................................................... 5 HEADQUARTERS (ACADEMIC SERVICES) ..................................................................................... 5 HEADQUARTERS (INDUSTRY PARTNERSHIP) .............................................................................. 7 HUMAN RESOURCES DIVISION .......................................................................................................... 8 INFORMATION TECHNOLOGY SERVICES DIVISION ................................................................. -
And Others TITLE Commitment to Higher Vocational Education. INSTITUTION City Univ
DOCUMENT RESUME ED 391 035 CE 070 603 AUTHOR Imrie, Brad; And Others TITLE Commitment to Higher Vocational Education. INSTITUTION City Univ. of Hong Kong. REPORT NO ISBN-962-442-069-6 PUB DATE Jun 95 NOTE 209p. PUB TYPE Historical Materials (060) Reports Descriptive (141) EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Colleges; *Educational Certificates; *Educational Development; Educational Quality; Foreign Countries; Higher Education; Student Certification; *Vocational Education IDENTIFIERS *Hong Kong ABSTRACT This publication is a history of the College of Higher Vocational Studies (CHVS) since it was established in 1991 and provides commentary on developments in higher vocational education in Hong Kong during a period of unprecedented change and development in the provision of the Higher Diploma. "Principal's Diary" (Bradford Imrie) describes the significant first week in January 1993. "CHVS Commitment" (Bradford Imrie) provides an overview of the achievements of CHVS during a period of rapid growth and of considerable institutional change. More detail can be found in the section on selections from the "College Memorandum (Extracts) 1991-95." The three CHVS, "Annual Reports (Extracts)" also give an overview. Seven submissions provide insights into various issues that have been addressed since 1991: "Engineering: Professional and Vocational"; "Governor's Address at the Opening of the 1992-93 Session of the Leg;slative Council, Proposals: Vocational Education" (Christopher Patten); "Critical Appraisal of the Functions of the CHVS (1991-92)";