Hong Kong Education System
Content
Hong Kong Education System By Chin Pang Wong | Submitted On March 11 11,, 2008
0 The exam-oriented education system has long been criticized for jeopardizing the development of students' critical thining and career no!ledge" Students S tudents graduated from secondary schools lac the sills and no!ledge for entering the job maret and !hat they the y possess is no!ledge needed for university studies rather than for the !orplace" #n the $%%&%( school year) the Hong Kong S*+ ,overnment piloted $ ./. courses in senior secondary school 0SSS1" There are 2 classes covering &3$ students coming from 42 different schools" #n $%%(%4 school year the courses increased to &$) offering 56 classes to ($2 students coming from &$ schools" *s its name implies) the ./. contains courses designed to meet needs of specific professions" .urrently) there are nine areas of o f studies including business) arts and media) design) services) performing arts) information technology) engineering) food production and management) and leisure) tourism and hospitality hospitality"" *ll *ll of these courses are designed to meet the demands of the ne! Hong Kong economic structure" The ./. is designed for students !ith interest and inclination in areas other than those provided by the existing examination subjects" #t aims at providing students !ith !ith the opportunities to explore their orientation for life-long learning and career aspirations in specific areas" Through the ./.) the Hong Kong S*+ ,overnment expects students can develop better understanding about their career orientation and competency" competenc y" This can also help students decide on life objectives" 7any students also understand the importance of studying hard and become more motivated in learning other subjects" Through the study of career-oriented courses) students !ould also develop their generic sills) values and attitude) ac8uire the no!ledge and sills as !ell as understand the !orplace re8uirement of a particular career" Students !ould also be able to obtain one certificate and multiple diplomas for further studies) !or) or both at the senior secondary level through the study of the ./." 9e! .hoices and .hances for Students Some of the ./. courses 0e"g" food production) tourism or performing arts1 not only re8uire no!ledge) but also re8uire sills) value and attitude !hich are largely ignored or underdeveloped in the traditional curriculum design" Students Studen ts !ho experience failure or
unsatisfactory performance during their primary or junior secondary school studies can have ne! chance and choice to experience success and develop some of their talents) they can bring out some of their sills that long been buried and mae unnoticed during earlier studies" :ith ./. studies) students not only learn more no!ledge about their chosen professions) p rofessions) but also expose themselves to the professions earlier through various inds of practices or visits" :ith earlier career exposure through ./.) students can come to identify their abilities and then) in light of such recognition) the choices become obvious and also increase their motivation to learn" ./. and Self-.oncept ;evelopment *ccording to <er 0$%%(1) vocational development moves through three phases= a fantasy period 0early and middle childhood1) in !hich children explore career options through play> young children gain insight into career options by fantasizing about them" Ho!ever) their preferences are largely guided by family) glamour) and excitement and usually bear little relationship to the decisions they !ill eventually mae" The second stage is the tentative period 0early ad middle adolescence1" <et!een ages ag es and 5) adolescents thin about careers in a more complex !ays" *t first) they evaluate vocational options in terms of their interests" ?ater) as they become more a!are of personal an educational re8uirements for different vocations) they tae into account their abilities and values" The third stage is the realistic period 0late adolescence and emerging adulthood1" <y the late teens and early t!enties) the economic and practical realities of adulthood are just around the corner) and young people narro! their options" *t first) many do so through further exploration) gathering more information about a set of possibilities p ossibilities that blends !ith their personal characteristics" Then they enter a final phase of crystallization) in !hich they focus on a general vocational category" :ithin :ithin it) they experiment for a time before settling on a single occupation" #f students can accumulate no!ledge of o f their preferred vocation) of the education re8uirements to enter it) and of the future demand for it) students could benefit from it" <ut high-ambition lo!-no!ledge young people are at ris for becoming 'drifting dreamers' since they fail to mae strategic choices about ho! to invest their efforts !isely" ./. programs can do a better job of helping young people learn more about the !or that interested them and evaluate its fit !ith their personal attributes since the ./. teachers 0most of them are field professionals1 can introduce students to people in those jobs) explaining up-to-date entry re8uirements) encouraging participation or organizing relevant extra curriculum activities) activities) and offering internships or
practices that provide first hand experiences" Students !ith a clear picture about the professions they !ould lie to join can develop a much realistic goal) !ith a much realistic goal> students can tae concrete steps to achieve the goal" ./. teachers play another significant role in motivating and developing students' interests as !ell" They can act as mentor !ho provides a role model for students to learn" ./. teachers can also provide practical feedbac for students to develop dev elop sills and attitude) at the same time> students can see the sills accumulated are strongly relevant to the job re8uired and increase their motivation" School is a place !here students spend most of their prime time in) it is understandable some development may strongly relate to the school environment" *s # am an education practitioner !oring in one of the senior secondary school !hich provides ./.) # notice no tice many ne! entrants enrolled into our @orm ( classes are !ith negative self concept and lo! self-esteem) especially belief hold about their academic ability" #t not only hampers their potential to excel in certain areas that re8uires particular sills or personality rather than their memorizing ability 0ind of sills in traditional examination1) but also denies success they can experience" exp erience" *fter a period of studies) most of the @orm 4 students can acuminate certain level sense of success throughout their studies and develop a better self concept) concep t) some even !ant to further their studies after graduation" #t is not an easy job to say !hat causes their negative self concept development d evelopment in past time) but # can point out a fact that most of the students are 'underachievers' during their junior secondary seconda ry school studies" :ith some personal conversations) they let me no! ho! they feel about studies) ho! bad their school experience can be and it leads me to mae a decision to investigate ho! their psychological state develops in the ne! ind of learning environment" :ong .hin Aang <S: 0Hons1) 7SSc) Ed; 0.andidate1 Education System in Hong Kong The education system in Hong Kong !as influenced by <ritish rule and contains many elements that can also be seen in the Bnited Kingdom Kingdom CD" #t is currently revised) and in order to eep things simple) here only the education system s ystem presented as it !ill be implemented in $%$ 0a good introduction to both the old and the ne! system can be found in C$D1" This article traces the path of a student from primary school to graduation at a university" university" ?eaving the optional &-year indergarten aside) education consists of 5-year primary education) &-year junior secondary second ary
education) &-year senior secondary education) and then - for those !ho are admitted to university - (-year tertiary education in a university undergraduate program"
Education from primary school to!ards undergraduate studies at a university :hile public schools offer cost-free $-year primary education and secondary education C&D C&D)) for tertiary education universities generally charge tuition fees !hich are higher than in ,ermany but often less than in the Bnited States" There are roughly three types of local schools in Hong Kong= those operated by the government) those operated by other institutions but funded by the government) and private schools !hich might also receive some finan financial cial assistance assistance by the government C$D C$D C&D C&D"" The government of the Hong Kong Special *dministrative +egion spends $("4 of its expenditures on education) corresponding to ("4 of ,;A compared to ("5 of ,;A in ,ermany C(D C(D C4D C4D""
Primary Education #t is compulsory for children to obtain primary education) !hich !h ich consists of six years at a primary school" Alacement does not tae place before Arimary 4 and Arimary 5) as compared to ,ermany) !here the decision about going to university !here placement procedures start as early earl y as in third and fourth year of primary school" The number of primary school students is shrining due to demographic change C5D" Secondary Education *fter primary school) students attend a secondary school" *t the end of six years of secondary education students tae a placement exam that leads to the Hong Kong ;iploma of Secondary Education 0HK;SE1 C&D C&D C2D) !hich has a similar function as the *-levels exam) the *bitur) *bitur) the #nternational <accalaureat obtained in other systems" Tertiary Education Tertiary ;epending on the results in the HK;SE exam) students can be admitted to one of the many universities in Hong Kong) from !hich the most-often listed ones are the Hong Kong Bniversity of Science and Te Technology) chnology) the Hong Kong Bniversity) and the .hinese Bniversity of Hong Kong" Bnlie the cost-free education in the previous $-years of primary and secondary education) universities charge a tuition fee) !hich covers a notable amount of university expenditures) at least at HKBST !here tuition fees made up $$ percent of all income in the academic year ending in $%%C3D $%% C3D" The cost for tertiary education is not negligible) and often local students need to tae loans in order to cover their expenses" International Orientation Hong Kong's universities try to encourage good students from abroad to come study in Hong Hon g Kong" There is lively exchange bet!een students from the Bnited States and Hong Kong" *t HKBST) more students come from th the Bnited States than from all European countries together" The same applies for the reverse direction d irection C3D"
The Hong Kong education and schooling system explained
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#n the past) Hong Kong education !as closely modeled on the system that !as !as found in the BK" This is hardly surprising since Hong Kong !as administered by <ritain from 3( to 662) !hen the former BK colony !as handed bac to .hina" Ho!ever) since 662) the the education system taught in local schools has undergone a series of changes" :hile some of these changes have reflected different language of instruction policies) there have also been changes to the senior secondary curriculum" The ne! model) brought in at the beginning of the $%%6% academic year) is no! more in line !ith those found in .hina and even the BS*" :hile there are nine years of compulsory schooling in Hong Kong) six in primary p rimary school and three in junior sec
Kong government recently moved mae it more liely that majority of !ill students receive removal of fees andhas one series of p ublictoexams public ineasier seniorand secondary school is the a move !hich mae!ill a full t!el much more accessible option for a great g reat number of students" There has al!ays been schooling beyond the years of compulsory education" The majority of students attend & years of indergarten 0K G K&1 before attending primary school" Bnder the ne! secondary system) the three years of junior secondary is follo!ed by three years of senior secondary" This leads to the the HK;SE 0Hong Kong ;iploma of Secondary Education1 exams" Students gain entry to a range of post-secondary) vocational and tertiary courses offered by a variety of institutions based on the results of the HK;SE" The majority of university courses offered by Hong Kong universities !ill also undergo a change in structure for students graduating !ith the HK;SE" 7any courses !ill become ( year programmes) partly in response to the change from four years to three years in the senior secondary years" The schools provided by the Hong Kong Education ;epartment 0E;< G Education <ureau1 can be divided into government schools> subsidized schools) !hich are usually administered by charitable cha ritable bodies> and private schoo organizations !here admission is more often decided by academic merit 0schools such as ;<. and ;,S are exa schools1"
*side from the government system) there are private independent independ ent schools" The style of education) the language0 international curricula offered offered by these schools appeal tto o both expatriate and local parents" 7any of these schoo charge higher 0and in many cases) much higher1 tuition fees than local schools"
#n the past) the local education system has been very exam-orientated" Ho!ever) in recent years there have been exams ad more continuous and formative formative assessment" Schools usually have a strict discipline code and virtually uniform" Arimary schools used to be separated into morning 0*71 and afternoon 0A71 schools as a method of dealing !it space and the large student numbers" Ho!ever) Ho!eve r) !ith changing demographics and a falling birth rate) most prima become !hole-day schools" :hile most schools are co-ed) there are a number of !ell-no!n schools !ith good reputations !hich are single
Kindergartens Since 662) there have been changes to a lot of indergartens as a !ay of professionalizing them" 7ost of the c minimum teaching 8ualifications for both indergarten teaching staff and principals" *s the government has also the importance of early childhood education) the curriculum in indergarten has no! been designed to provide a students" Primary Education The majority of local Arimary schools in Hong Kong are .hinese medium of instruction and the primary curricu subjects including Social Studies) Science) .hinese) English) 7athematics) 7usic) *rts *rts and Ahysical Education"
Students are allocated to Secondary schools through their performance in three examinations taen in Arimary 4 extremely competitive and parents naturally have a strong preference for their child to be allocated to a top or hi +ecently) primary primary school numbers have been shrining) causing the closure of some schools and resulting in the redundancies"
.lass numbers are traditionally much higher in Hong Kong than they are in :estern :estern countries" *n average class secondary school could have over &4 students and it can be as many as (4" The shrining enrollments have seen smaller class sizes but so far the numbers of students in a class have hav e not been greatly reduced" Secondary Education
The first year of secondary school) no!n as @orm or Secondary /ne) follo!s six years of primary education" compulsory attendance and in junior secondary) second ary) the learning is broader) !i !ithout thout students choosing specific study
The majority of local secondary schools became .hinese medium of instruction 0.7#1 after the Handover in 6 many have gone bac to an English medium of instruction 0E7#1" #n $%&) $ out of (%% secondary schools are
Students in @orms (-5 no! prepare for the HK;SE) the examinations for !hich are held at the end of @orm 5 5"" T English) 7athematics) .hinese and ?iberal Studies" Students then choose cho ose t!o or three elective subjects from a c some applied learning subjects) modeled on the idea of the <TE. and six other modern foreign languages !hich studentsF choices"
#nternational school students do not tae local public examinations" /nce) the BK ,.SE*-levels !ere popular KongFs international international schools but no! the #nternational <acca <accalaureate laureate 0#<1 is a much more common programme country-specific international schools teach a syllabus from their their o!n country" Students also might tae the S*
entry to an overseas university"
Several direct-subsidy localF schools !ith a good reputation no! also offer the #< or the BK ,.SE*-levels" / might be the governmentFs ne! &I&I( curriculum) as parents are concerned ho! h o! the HK;SE !ill be vie!ed if s gain tertiary entrance abroad" Tertiary Education Tertiary Te Tertiary rtiary education is important in Hong Kong" There are a re eight universities and several other tertiary institutions *ll the tertiary institutions offer a range of programmes including undergraduate and post-graduate degrees) as and Higher ;iplomas"
The number of places available for undergraduate degrees is substantially less than the number of students !ho re8uirements for general admission to university" @rom the beginning of the academic year in $%$) many cours years) in line !ith the governmentFs policy of & I & I ( 0three years of junior secondary) follo!ed by three years years of university1" @or students !ho fail to gain entrance to a degree programme) studying an *ssociate *ssociate degre !hich may articulate !ith a degree course later on) is a popular option" #t is also sometimes possible to gain a co successfully completed Higher diploma or *ssociate degree into an overseas degree programme !ith some credi /f the Hong Kong universities) The Bniversity of Hong Kong and the .hinese Bniversity of Hong Kong have t Hong Kong Bniversity of Science and Technology Technology has been deve developing loping a strong name in the areas of Technolog Technolog
#n terms of post-graduate study) the trend for local Hong Kong people is to complete co mplete a post-graduate 8ualificatio graduate students at local universities) a significant number of them come from 7ainland .hina"
Adult Education ?ife-long learning has become a popular catch cry from the government and certainly taing a course seems to b the adult population" The majority of the universities have schools !hich offer non-degree) adult learning course other institutions as !ell) offering professional) general education and interest courses" ?anguage courses) especi Japanese are common) and many man y adults study as a means of improving their prospects in the employment mare established a scheme !hich enables adult learners to apply for course fee reimbursement for approved courses" co urses" Bniversity of Hong Kong) run along similar lines to the BK one) !hich gives many people opportunities to stud
Education in Hong Kong @rom :iipedia) the free encyclopedia Education in Hong Kong
Education Bureau Social Welare !e"artment Secretary or
Eddie 9g
Education
Aatric 9ip
!irector o Social Welare #ational education $udget %&0'&(')*
&6)($% per capita
Budget
+eneral details Primary languages
English and .antonese .hinese
9ational
System ty"e ,-year .om"ulsory
CD==.hapter ) September 623CD
Education
Aaragraph "
/iteracy %&0'0* %&0'0* /iteracy Total
6("5C$D
ale
9*
9*
1emale
Enrollment Total
9*
Primary
9*
Secondary
9*
Post secondary
9* Attainment
Secondary di"loma
9*
Post-secondary
9*
di"loma
Education in Hong Kong
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Education <ureau
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Exam *ssessment *uthority
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Are-school education
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Arimary education HK**T
Secondary education
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HKH?E HK.EE HK*?E 0*-?evel1 &&( Scheme HK;SE JBA*S 0 JBA*S 0E*S E*S Subsystem1 Subsystem1 Higher education
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English Schools @oundation
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Bniversity ,rants .ommittee
•
,rant Schools .ouncil
•
Heung Shing
•
Other Hong Kong to"ics
History +eogra"hy Politics Economy .ulture Hong Kong portal •
L
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T
•
E
Education in Hong Kong is largely modelled on on that of the Bnited Kingdom) Kingdom ) particularly the English system" system" #t is overseen by the Education <ureau and the Social :elfare ;epartment"
Small village .hinese schools !ere observed by the <ritish missionaries !hen they arrived circa 3(&"C&D *nthony S!eeting believes those small s mall village schools existed in in Stanley Stanley)) She Aai :an) Heung :an Kong Tsai and Tsai and :ong 9ai .hong on .hong on Hong Kong #sland) #sland) although proof is no longer available"C(D
/ne of the earliest schools !ith reliable records !as .ollegeestablished in %24 in !as ?i Ming .ollegeestablished C4D present day 9e! day 9e! Territories Territories"" <y 35% Hong Kong had $% village schools" .hinese !ho !ere !ealthy did not educate their children in Hong Kong) instead they sent them to major .hinese cities) such as .anton .anton)) for traditional .hinese education" education"C4D The changes came !ith the arrival of the<ritish the <ritish in 3(" *t first Hong Kong's education came from Arotestant Arotestant and and .atholic .atholic missionaries missionaries!ho !ho provided social services" #talian missionaries began to provide boy-only provide boy-only education to education to <ritish and .hinese youth in 3(&"C5D <y 35 @rederic Ste!art!ould Ste!art!ould become NThe @ounder of Hong Kong EducationN for integrating a modern !estern-style education model into the the .olonial Hong Kong school Kong school system"C2D /ne of the much contested debate !as !hether schools should offer Lernacular education) education) teaching in .hinese at all"C(D Education !as considered a luxury for the elite and the rich" The first school to open the floodgate of !estern medical practice to the @ar East !as the Hong Kong .ollege of 7edicine for .hinese" .hinese" The ?ondon 7issionary Society and Society and Sir James .antlie started the the Hong Kong .ollege of 7edicine for .hinese .hinese in 332 0although) the 'for .hinese' !as later dropped from the name1" C3D #n addition) the the ?ondon 7issionary Society founded Society founded Ming :a ,irls' School in School in 6%%" <elilios Aublic School !as School !as a girls' secondary school founded in 36% G the first government school in Hong Kong that provided bilingual education in English and .hinese" The push for .hinese education in education in a <ritish system did not begin until the rise of social a!areness of the .hinese community follo!ing follo!ing the 667ay 66 7ay @ourth C(DC4D C(D C4D 7ovement and 7ovement and 6&( 6&( 9e! 9e! ?ife 7ovement in 7ovement in .hina" Educating the poor did not become a priority until they accounted for the majority of the population" @inancial issues !ere !ere addressed in the 62%s 62%s""C6D * small group of South *sian Hong Kongers marched Kongers marched through .entral .entral demanding demanding more schooling in the English language on & June $%%2"C%D #n the $%&( school year) there are 456 primary schools) 4( secondary day schools and 5 special schools" schools"CD .ontents
Chide hideDD •
Are-sch Are-school ool educa education tion
•
$ Arimar Arimary y and secondary secondar y educa education tion o
$" Sch School ool yea years rs
o
$"$ Arimary educa education tion
o
$"& Secon Secondary dary educat education ion
o
$"( @urther educa education tion
o
$"4 *lternative education options
•
& Tertiary Tertiary and Higher education educatio n
•
( *du *dult lt edu educat cation ion
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4 Education for immigrant and non-.hinese-speaing children
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5 #ntern #nternationa ationall educa education tion
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2 Types Types of schools schoo ls
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3 Hi Histo story ry o
3" <efore the 65%s
o
3"$ @rom the 65%s to 62
o
3"& @rom 62 to the 63%s
o
3"( @rom the 63%s to the $%%%s o
3"4 @rom $%$
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6 .l .lass ass size
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% ;isc ;iscipli ipline ne
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.ri .riti ticis cisms ms o
" Spo Spoon on feed feeding ing
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"$ Educa Education tion reform •
$ See als also o
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& +efe +eferen rences ces
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( Ext Externa ernall lin linss Are-school educationC educationCedit editDD Are-school education in Hong Kong is not free and fees are payable pa yable by pupils' parents" Ho!ever) parents !hose children have the right of abode in Hong Kong can pay for part of their fees !ith a voucher from the government under the Areprimary Education Loucher Loucher Scheme 0AELS1" #n $%&) the amount of subsidy under the AELS is 5)3%%"
Arimary and secondary educationC educationCedit editDD C$D==Section 2() 01 Every child in Hong Kong) !ithout any reasonable excuse) C$D is re8uired by la! to C$D==Section &) Nprimary educationN C$D attend a primary school after the child has ha s attained the age of 5 years" #t is also re8uired to attend a secondary school after primary education and is completed before he C$D==Section &) Nsecondary educationN attains the age of 6 years" C$D Ho!ever) child !ho has completed @orm & of
secondary education and !hose parent can produce evidence to the satisfaction of the Aermanent C$D==Section 2() 0&1 0c1 0i1 Secretary for Education) shall not apply"C$D Education in the public sector is free" School yearsCedit editDD Age on $irthd ay in school year
2ear
.urriculum Stages
$
Schools
9*
& 9*
Kindergart en
Are-school Education
(
9ursery School
4
5
Arimary
2
Arimary $
3
Arimary &
6
Arimary (
%
Arimary 4
Arimary Education
Arimary School or Junior School
7iddle School
Arimary 5
$
Secondary
&
(
4
5
2
Seconda Secondary ry $ Educati Secondary on Education Secondary &
Secondary ( ;iplom a of Seconda #nternation ry al Secondary Educati <accalaure on 5 ate OHK;SEP Secondary 4
?o!er Sixth
3
?ocal undergradu ate programme
Secondary Education
Secondar y School)Si School)Si xth @orm .ollege)) .ollege ,.SE i,.SE or High ES@ ,.SE ES@Second Second School ary School
* levels levels #nternati #nternati onal <accalaureate 9*
9*
9*
9*
editDD Primary educationCedit
.hildren education usually,eneral from the age ofmusic) 5 untilvisual $" Sixarts subjects are studied) includingreceive English)primary .hinese) mathematics) Studies) and physical
education" *t schools !ith religious affiliations) religious education or bible studies may be studied as !ell" Secondary educationCedit editDD
Secondary education is separated into junior and senior years" #n junior years) the curriculum cu rriculum is a broad one !here history) geography and science are studied alongside subjects that have already been studied at primary schools" #n senior years) this becomes more selective and students have a choice over !hat and ho! much is to be studied" *lmost all schools butA?K butA?K Lic!ood KT .hong Sixth @orm .ollege and .ollege and its feeder junior secondary college have both sessions" sessions"C&D editDD 1urther educationCedit .ommerce stream in secondary schools are considered vocational vocational in nature" Students in the .ommerce stream !ould usually enter the !orplace to gain practical !or experience by this point" @urther education pursuit in Hong Kong #nstitute of Lo Locational Education or universities abroad are common" The 7anpo!er ;evelopment .ommittee 07;.1 .ommittee 07;.1 advices the government on co-ordination) regulation and promotion #n the addition) the Locational Training .ouncil 0LT.1 .ouncil 0LT.1 ensures the level of standardofisthe metsector" through "Arentice Ordinance" " The LT. also operate three sills-centres for people !ith disabilities" secondary schools in Hong Kong are going to be cut do!n to only t!o years due to the s!itch in the government" editDD Alternati3e education o"tionsCedit #nternational institutions provide both primary and secondary education in Hong Kong" #nternational institutions lie schools !ithin the English Schools @oundation) @oundation) ?i Ao .hun Bnited :orld .ollege) .ollege) Hong Kong #nternational School) School) .hinese #nternational School) School) Lictoria Shanghai *cademy *cademy ,erman S!iss #nternational School) School) .anadian #nternational School) School)@rench #nternational School and School and Me Me! ! .hung #nternational School) School) Ao ?eung Ku .hoi Kai Mau Mau School)) Singapore #nternational School teach School School teach !ith English as the primary language) langu age) !ith some sections bilingual in ,erman) @rench and .hinese" #nternational school students rarely tae Hong Kong public exams" <ritish students tae ,.SE ,.SE)) #,.SE #,.SE and and *-levels" BS students tae *As *As"" #ncreasingly) international schools follo! the #nternational <accalaureate 0#<;A1 <accalaureate 0#<;A1 program) and enter universities through non-JBA*S non-JBA*S direct entry" #nternational students apply on a per school basis) !hereas Hong Kong local students submit application for multiple multiple local universities as a JBA*S applicant"
Te Tertiary rtiary and Higher education educationCCedit editDD
Bniversity of Hong Kong" Kong" Main artic!e #igher artic!e #igher education in #ong $ong
Higher education remains exclusive in Hong Kong" @e!er than $%)%%% students are offered places funded by the government every year) although this number has more than doubled over the last three decades" *s a result) many continue their studies abroad" The follo!ing is some of the destinations that students in Hong Kong go to for tertiary education and their respective numbers" C5D
.ountry
',45
',67
',68
',66
',,0
',,&
Hong Kong
)424
$)4&3 $4)664 $6)46 &()445 ($)2$ 4$)(6( 46)4$3 46)(%3
*ustralia
42$
)543
)532
)336
&)35(
BS
)6&%
6)%%%
6)2
%$6)5%
$)5&% ()%3 $)6(% 3)2&%
2)4(4
BK
()(&(
5)4%%
5)6&4
2)&%%
2)2%%
2)5%%
2)(%%
4)(4%
4)$%%
.anada
5)5((
2)2$&
5)2&%
4)3(%
5)&2$
5)5%%
5)436
4)%%%
4)%%%
Tai!an
$)5$5
&)35
&)34(
&)34%
&)5&&
&)(4%
$)55&
)(32
)2
5)2%2
',,7
)6&$
',,6
&000
2)&4 $%)2&6
editDD *dult educationC educationCedit *dult education is popular) since it gives middle-aged middle-aged adults adults a chance to obtain a tertiary degree" The concept !as not common several decades ago" The E7< E7< has has commissioned t!o non-profit school operators to provide evening courses" cou rses" <oth operators have set up fee remission schemes to help the adult learners in need of financial assistance" *dult education courses also provide Locational Training .ouncil through various universities and private institutions" The /pen Bniversity of Hong Kong is Kong is one establishment for mature students" Several secondary schools scho ols also operate adult education sessions) the first being .heung Sha :an .atholic Secondary School)) !hile A?K Lic!ood KT .hong Sixth @orm .ollege!ent School .ollege !ent further so as to offer associate degree and degree and joint-degree programmes" Education for immigrant and non-.hinese-speaing childrenC children Cedit editDD The Education <ureau provides education educa tion services for immigrant children from 7ainland .hina and .hina and other countries) as !ell as non-.hinese-speaing Hong Kong children" @ree N#nduction ArogrammesN of up to 5% hours have been offered to 9*. by b y non-government organisations" The E7< also provides a 5-month full-time N#nitiation ArogrammeN incorporating both academic and non-academic support services) for 9*. before they are formally placed into mainstream schools" Hayes Tang 0$%%$1 provided a good sociology of education thesis on the 9*.s' the 9*.s' adaptation and school performance #nternational educationC educationCedit editDD *s of January $%4) the #nternational Schools Schoo ls .onsultancy 0#S.1C(D listed Hong Kong as having 24 international schools"C4D #S. defines an 'international school' in the follo!ing terms N#S. includes an international school if the school delivers a curriculum to any combination of preschool) primary or secondary students) !holly or partly in English outside an English-speaing country) or if a school in a country !here English is one of the official languages) offers an English-medium curriculum other than the countryFs national curriculum and is international in its orientation"NC5D This definition is used by publications including The Economist" Economist"C2D Types of schoolsC schoolsCedit editDD Ty"e
,overnment schools
.ategory
!escri"tion
.omprehensiv +un by the government" e
7ost common) run by charitable and religious 0.hristian) Subsidize .omprehensiv <uddhist) Taoist)T:,Hs Taoist)T:,Hs and and others1 organisations !ith d schools e government funding" *ided school s ,rant schools
;irect Subsidy Scheme0;SS1 Scheme 0;SS1
Subsidised
Schools run by charitable or religious organisations !ith government funding according to the no! defunct ,rant .ode" .urrently receiving government aid in accordance !ith the .odes of *id C&D) C&D) !hich also apply for the Subsidized schools"
Arivate
+un by various non-government organisations" HKS*+ ,overnment has encouraged non-government primary and secondary schools !hich have attained a sufficiently high educational standard to join the ;SS by providing subsidies to enhance the 8uality of private school schoo l education since 666$ school year" Bnder the scheme) schools are free to decide on their curriculum) fees and entrance re8uirements"
Subsidised
Subsidies are provided according to the number of pupils admitted"
schools
.aput schools
Arivate schools
Arivate
+un by various private organisations) and mainly accept local .hinese children" *dmissions are based more on academic merit than on financial ability) they teach in both English and in .antonese"
Arivate international schools
Arivate
Arovide an alternative to the mainstream education) in exchange for much higher tuition fees although it is recently deemed as high-pressure as local mainstream education" The schools teach streams in both English) and in the language of its sponsoring nation e"g" @rench) ,erman) Japanese etc"
English Schools
Su Subs bsid idis ised ed
Arov Arovid idee an an alte altern rnat ativ ivee tto o the the hig highh-pr pres essu sure red d main mainst stre ream am
education" Ho!ever the tuition fees are lo!er than many other international schools as many ES@ schools subvention by by the Hong Kong ,overnment ,overnment to to enjoy subvention enjoy educate English-speaing children !ho cannot access the local system"
@oundation
editDD HistoryCedit HistoryC @ollo!ing the introduction of the comprehensive system system in the 65%s in the BK) children in C6DC3D C3D Hong Kong transformed from the old education system to the ne!"C6D editDD Beore the ',80sCedit /ength
( years & I $ years
Education ty"e
Ty"e
Secondary-middle school Secondary-high school
1rom the ',80s to ',4'Cedit editDD /ength
Education ty"e
5 years
Arimary school
4 I $ years
Secondary school
Ty"e
editDD 1rom ',4' to the ',60sCedit /ength
Education ty"e
Ty"e
5 years
Arimary education
compulsory government funded as of September 62CD =.hapter &) Aaragraph &"(
& years
Secondary education
compulsory government funded as of CD
September 623
=.hapter ) Aaragraph "
$ I $ years
Secondary school
selective
editDD 1rom the ',60s to the &000s Cedit /ength
Education ty"e
Additional names
Ty"e
School year
& years
Kindergarten
5 years
Arimary education
& years
Secondary education
$ years
Senior Secondary 0leads to to HK.EE1 HK.EE1
@orm () and 4
7atriculation .ourse 7atriculation .ourse 0leads to to HK*?E1 HK*?E1
Sept G July @orm 5 0?o!er 0@orm 51) Sept selective) Specialise Sixth @orm1 G performanc d @orm 2 0Bpper @ebruary7arc e based Sixth @orm1 h 0@orm 21
$ years
voluntary
1ocus
,eneral
Sept G June
Arimary to 5
compulsory ,eneral
Sept G July
@orm to &
compulsory ,eneral
Sept G July
Tertiary Tertiary education ;epend 0leads s on to to bachelors bachelors)) masters and masters and subject other academic degrees1 degrees1
selective
selective
Sept G July Specialise 0@orm (1)Sept G d *pril 0@orm 41
Specialise Laries d
editDD 1rom &0'&Cedit /ength
Education ty"e
Additional names
Ty"e
1ocus
School year
& years
Kindergarten
5 years
Arimary education
Arimary to 5
voluntary
,eneral
compulsory
,eneral
Sept G June
Sept G July
& year yearss
& years
Junior Secondary Juni Junior or Sec Second ondar ary y edu educat catio ion n to & 0@orm to compulsory &1
,eneral
Senior Secondary Education 0leads to to Hong Kong Senior Secondary to & 0@orm ( to selective ;iploma of Secondary 51 Education11 Education
Sept G July 0Senior Secondar Specialise y G $1)*ug G d @eb 0Senior Secondar y &1
Tertiary Tertiary education ;epend 0leads s on to to bachelors bachelors)) masters and masters and subject other academic degrees1 degrees1
selective
Sept G July
Specialise Laries d
.lass sizeC sizeCedit editDD 7any primary schools in Hong Kong offer half-day schooling) splitting by *7 *7 and A7 to handle the demand" The t!o sessions are usually treated as separate school entities !ith t!o different headmasters" To mae mae up for the time of shortened half days) students are sometimes re8uired to attend alternate Saturdays" 7ost primary schools are gradually moving to full school day systems as government policy aims to phase out half-day schooling over time as resource permits"
;ue to the drop in birth rate in recent years) many primary p rimary schools !ere forced to cut classes) cut in birth rate in teachers and even close do!n" There have been debates that one should seize the opportunity to promote small class teaching" ;oing so could mitigate the pressure of teachers) teachers) class and school reductions) on top of improving ratio of students to teachers" ;isciplineCCedit ;iscipline editDD This section does not cite any cite any reerences or sources" Alease help improve this section by adding citations to reliable sources" sources" Bnsourced material may be challenged and and removed" removed" %Augu&t 201'(
,ood behaviour has al!ays been emphasised in Hong Kong) to the point that it is sometimes said to hinder pupils' development" 7isbehavior is recorded and sho!n on school reports" .riticismsCCedit .riticisms editDD editDD S"oon eedingCedit Education in Hong Kong has often been described as 'spoon fed'" .ram schools in Hong Kong have Kong have also become a popular standard in parallel to regular education" editDD Education reormCedit :ith the advent of education reform there is a greater emphasis on group g roup projects) open-ended assignments on top of traditional home!or" The current !orload of a primary student in Hong Kong includes approximately t!o hours of school!or nightly" *long !ith !ith extra-curricular activities)) Hong Kong's education has become synonymous for leaning to!ards 8uantity" *s activities early as 7arch 632) education advisory inspectors became concerned !ith the excessive amounts of Nmechanical !or and meaningless home!orN" C6D #n particular) history education has been recognised as ineffective) !ith critics claiming that the curriculum is not capable of delivering a sense of identity" 9ot only that) students have to memorise the !hole history texts) thereby indicating that rote-learning has greater priority than absorbing and understanding material"C6D Some have criticised the system for having too narro! of a stream focus) too early on" ?egco ?egco 7ember 7ember *lan ?eong of ?eong of the pointed out in a guest lecture at the .hinese Bniversity of Hong Kong that secondary level leve l science students are incapable of participating in meaningful mean ingful discussions on history) arts) or literature" Lice Lice versa journalists of arts stream bacground are incapable of accurately discussing technological issues" The narro! focus of education in Hong Kong has been a concern"
The pervasive perception from observers in overseas education edu cation institutions generally is that a typical Hong Kong student compared !ith other students) even against other students in the *sia region) lacs systematic decision-maing confidence and relies on repetition and undeveloped ans!ers" This deviates from the common benchmar of intellect !here value propositions are generated from innovation and distinctive solutions) and this has led to much schism in the debate of educational direction of Hong Kong) !here the populace maes no such aspiration for intellect but see constant reaffirmation of the value of myriad certificates obtained through pedagogy throughout their !oring lives" The desperation to see standing in life through education is further highlighted by severe ironies such as= 1 Senior education officials often acclaim the excellence of Hong Kong education) yet fe! if any !ill let their children matriculate locally) preferring overseas universities instead" $1 * certificate driven society that taes pride in its academic excellence exc ellence is unable to devise a suitable benchmar of excellence itself) !ith a lo! public approval of the local educational edu cational system) relies on certification from outside Hong Kong"
