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Higher Education for the
    Knowledge Economy
  Prof Lap-CheeTsui, Vice-Chancellor and President, HKU
                      OECD – IMHE General Conference
1
                                     17 September 2012
Overview
       Brief description of HKU
       Highly qualified personnel for knowledge economy
           Role of higher education
           Developed vs developing countries
       Challenges for HE
           Globalization
           Mismatch of expectations
       Trend of HE
           Internationalization
           Private supplementary tutoring
       HKU as an international university in China
           Our educational aims
           Curriculum reform
    2
HKU




Founded in 1911
The HK College of Medicine (established 1887)
One of the oldest higher education institutions in Asia
  3
A Brief Introduction
       10 Faculties
           Architecture
           Arts
           Business & Economics
           Dentistry, Education
           Engineering
           Law
           Medicine
           Science
           Social Sciences
       15,000 undergraduates (from ~50 countries)
       12,000 postgraduates (Research PG, Taught PG)
       HKU School of Professional and Continuing Education
        (SPACE, including Community College)
    4
Highly qualified personnel for the
                       knowledge economy

    •   Role of higher education
    •   Developed vs developing
        countries

5
Role of higher education
   Development of talents and leaders
       High quality students
       Range of disciplines + breadth of curriculum
       Employability
   Advancement of scholarship
       Research and discovery
       Academic excellence
   Knowledge sharing
       Active engagement in knowledge
        transfer/exchange + serving the community
6
Pyramid of human talents
         Shape of the pyramid varies with needs of the
          country

                 Top level decision
                            makers             Universitie
                                                   s
   Middle management


                                                      post-
High-skilled labor,                                 secondary
            office                                  education
     workers, …

      7
Challenges for higher education
                                worldwide

    •   Globalization
    •   Mismatch of expectations

8
Challenges of Globalization (1)
  Interconnectivity, intensity, simultaneity, multi-
   dimensionality, accessibility and instantaneity,
   rapid generation of new knowledge
 The world is getting smaller, but the scale and
   complexity of issues and problems are getting
   bigger
 New forms of activity are learnt as they are being
   created
 Confronted with more and more novel situations
   and ill-defined problems
 Fewer moral certainties and more moral
 9 dilemmas
                 From HKU Curriculum Reform chaired by PVC T&L Amy
Challenges of Globalization (2)
   The global environment
       Massification of higher learning and need for
        innovation
       Globalization and greater demands for
        programs with a strong international
        component and for graduates with intercultural
        skills
       Financial crises
       University rankings …


10
The rise of rankings
   THE / QS / Shanghai Jiaotong
   Different league tables have different methodologies
    and performance indicators
   But, changing methodologies / criteria / weighing /
    goalposts
   „Itemisation‟ of parts of the ranking
   Impacts on institutions
       Good – recruitment, funding, donation, …
       Bad – ill-informed decisions, vicious competition, …
 Nonetheless, rankings boast huge „market‟, which is
  here to stay
 One size fits all?
 11
                                      Modified from Michelle Li, HK SAR EDB
One size fits all?
Stefan Collini, The Guardian, UK wrote in The threat to
  our universities:
… Universities are said to serve two purposes –
  and two purposes only. The first is to
 "equip" "young people" to get jobs in "the fast-
  moving economy of tomorrow”,
  and the other is to
 contribute to "growth", to develop the "cutting-edge
  products" needed in "today's competitive global
  marketplace" (and preferably to discover the odd
  miracle drug, too) …
 12
How do we define quality for universities?
    Quality = Large, comprehensive and elitist?
        Small colleges → large comprehensive universities
        Vocational / technical / teaching universities → research
         universities
    Three types of HEI according to pursuit and objectives
     (Chen Yu-kun on undergraduate teaching evaluation in China,
       2008)
     (1) Top universities (to become world class universities)
         Quality = “pursuit of excellence”
         “Pursuit” = to be ranked as top 100 in the world”
     (2) Vocational & technical colleges and universities
         Quality = “client satisfaction” = high employment rates.
         “Being trusted by employing sectors means high quality”
     (3) Colleges & universities between (1) & (2) – majority              13
    13
         “Quality means the extent to which their objectives are fulfilled”
                                             Courtesy of Amy Tsui, HKU PVC T&L
What is expected of higher education?
    Research, education and service to community
    Different expectations from
        Tax payers
        Governments
        Parents
        Students
        Employers
    However, there is increasing emphasis on the
     importance of whole person education



    14
Work attitude                                                  4.72
         Emotional stability                                            4.64
Ask the Employers …
         Ability to grow and learn on one‟s own
         Analytical reasoning
                                                                        4.54
                                                                        4.43
         Interpersonal skills                                           4.42
    According to HKU‟s employer survey on about 40
         English Writing                                                4.35
         Cantonese speaking                                             4.35
     attributes that university graduates ought to have
         Presentation skills                                            4.30
     today
         English Reading                                                4.29
         Planning skills                                                4.26
         English Listening                                              4.26
         Practical course-work                                          4.26
         Lateral thinking                                               4.24
         The informal curriculum                                        4.23
         Guidance on whole person development                           4.21
         English Speaking                                               4.19
         Application to real life problems                              4.17
         Group course-work                                              4.15
         Depth of knowledge in <discipline>                             4.10
         Applied course-work                                            4.10
         Discipline-specific knowledge                                  4.08
         Chinese Reading                                                4.07
         Technical and practical skills in <discipline>                 4.07
         Chinese Writing                                                4.06
         Working experience / internship                                4.05
         Guidance on Career                                             4.05
    15   Breadth of knowledge around the general area of <discipline>   4.02
The goals of education



                    Values


                 Competencies


                  Knowledge



16
Trend of higher education worldwide


     •   Internationalization
     •   Impact of private supplementary
         tutoring


17
Internationalization
    Internationalization of universities
        Research collaboration
        Teaching and learning
            International student body
               Enrich learning environment; cultural diversity adds to
                understanding; tolerance of difference
            Students going abroad
               Learning experience; global perspectives; cultural understanding
            Curriculum
        Staff and student exchanges
    Knowledge Exchange
        Cooperation with other universities to advance human
         knowledge and higher learning
        Global socioeconomic development would be the ultimate gain
         for human kind
     
    18
         Sharing of knowledge, information, good practice, …
19
                                                             Courtesy of John
Source: New trends in international student mobility . Hendrik van der Pol, Director, UIS   Spinks, HKUSr Advisor to
By percentage of population
     (0.6%)
     6

     5

     4

     3

     2

     1

     0




20
                   Courtesy of John Spinks, HKUSr Advisor to
21
     Source: New trends in international student mobility. Hendrik vanof John Spinks,
                                                       Courtesy der Pol, Director, UIS   HKUSr Advisor to
Changes in student mobility


                                 1998           2008
Proportion of mobile             32.0%          18.7%
students going to the U.S.

Proportion of U.S. students 6%                  11%
coming to Asia

22
                    Courtesy of John Spinks, HKUSr Advisor to
International Student Mobility




                   Subcontinent
                                                                                            USA
                                         Japan                                              Germany
ASEAN                                                         EAST                          Canada    France
                                         China
COUNTRIES                                Korea                ASIA                          UK
                  Malaysia                                                                  Australia
                                                                                            New Zealand




      The traditional educational destinations, USA, UK etc.
      Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
             Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan
 23
                                                     Courtesy of John Spinks, HKUSr Advisor to
International Student Mobility


                                                                                     Europe (Bologna)

                  Subcontinent
                                                                                           USA
                                        Japan                                              Germany
ASEAN                                                         EAST                         Canada    France
                                        China
COUNTRIES                               Korea                 ASIA                         UK
                 Malaysia                                                                  Australia
                                                                                           New Zealand



        The new Global Regionalism (Don Olcott), EU
       Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
              Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan
  24
                                                     Courtesy of John Spinks, HKUSr Advisor to
International Student Mobility


                                                                               Europe (Bologna)

                 Subcontinent
                                                                                     USA
                                      Japan                                          Germany
ASEAN                                                     EAST                       Canada    France
                                      China
COUNTRIES                             Korea               ASIA                       UK
                Malaysia                                                             Australia
                                                                                     New Zealand




           The new Global Regionalism (Don Olcott), Asia
  Malaysians  UK dropped from 18K (1997) to 11K (2006);  Egypt were 5.5K (2006)
  25   Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network
              Miki SUGIMURA, Ph.D. Department of Education, Faculty of John Spinks, HKUSr Advisor
                                                        Courtesy of Humanities, Sophia University, Japan      to
External Obstacles to Internationalization (of
  student bodies) - 2nd & 3rd most important

 Wld             Recognition of qualification /                            15%
                           Language barrier
                                 programme                               13%

 AF          Visa restrictions on our students                         11%
                 Recognition of qualification /                       10%
                                   programme
 AP              Recognition of qualification /                                16%
                             Language barrier                            13%
                                   programme
 EU              Recognition of qualification /                                 17%
                           Language barrier                                   15%
                                 programme
 LAC             Recognition of qualification /                                    17%
                           Language barrier
                                 programme                                   14%

 ME        Visa restrictions on our students                                         19%
               Recognition of qualification /                           12%
                                 programme
 NA    Visa restrictions on foreign students                                 14%
    Internationalization not national priority                               14%

                                                  Sample size N=745
Source: Ross Hudson (2010). Internationalization of Higher Education the 3rdIAU Global
   26
Survey Report .                                   Courtesy of Amy Tsui, HKU PVC T&L
Private supplementary tutoring




27
                     Courtesy of Mark Bray, HKU Education
Shadow Education            (Mark Bray, HKU Education)

 Additional to the provision of mainstream schooling
 As the size and shape of the mainstream
  changes, so does that of the shadow
 May be one-to-one, in small groups, large
  classes, or huge lecture theatres; and now includes
  internet tutoring
 Long been vigorous in East Asia and parts of South
  Asia
 Lower numbers but also deep roots in Eastern
  Europe and Central Asia
 Emerging in Africa and Arab States
 Also in Western Europe, North & South
 28
  America, Australia
Scale of private tutoring
    Azerbaijan: 92% of senior secondary
    China: 29% lower secondary
    Egypt: 52% rural primary; 64% urban primary
    France: 25% lower secondary, 33% upper secondary
    Hong Kong: 45% primary, 72% upper secondary
    India: West Bengal, 57% primary; Kerala, 72%
     secondary
    Japan: 16% Primary 1; 65% Secondary 3
    Korea: 88% elementary, 72% middle, 60% high
    Sri Lanka: 92% Grade 10; 98% Grade 12
    UAE: 65% of Emirati students in Grade 12
    29
                              Courtesy of Mark Bray, HKU Education
Costs
    France: US$2.8 billion
    India: US$6.4 billion
    Japan: US$12 billion
    Korea: US$17.3 billion; equivalent to 80% of
     government expenditure on primary and
     secondary education
    Greece: US$2.1 billion; equivalent to 20% of
     government expenditure on primary and
     secondary education
    Egypt: 1.6% of GDP
    30
                               Courtesy of Mark Bray, HKU Education
Implications                                  Bad
           Good                Distorts the teaching and
                                learning processes
    Helps student             Create peer pressure and
     learning and pass          anxiety, both among students
     examinations               and among parents
    Provides incomes and      Mainstream teachers
     employment for             reducing effort in
     professional tutor         classroom, especially when
                                providing tutoring to their own
    Contribution to            pupils
     knowledge economy         Affects admissions policies
                                   Hard to tell high grades from high
                                    achievements
                                   Narrowly examination driven vs
                                    selection of well-rounded
    31                              individuals
                                     Modified from Mark Bray, HKU Education
It is coming your way




32
                        Courtesy of Mark Bray, HKU Education
HKU as an international university
                                  in China

     •   Our Education aims
     •   Curriculum reform

33
Challenges to HE in Hong Kong
    Concerns of the community and employers with quality of
     university graduates
    Increasing demand for graduates with generic
     capabilities and global outlook
    Constraints imposed by government funding approach on
     curriculum structure
    Less mature university entrants; need for guidance in
     academic pursuit and personal development
    Pragmatic and utilitarian orientation of
     parents, students, and the community as a whole
    Students more vocationally oriented and less
     academically oriented
    Ethics and moral and civic values have assumed less
     importance in the undergraduate curriculum
    Admission largely based on examination results and
     students‟ reliance on private tutoring
    34
                   From HKU Curriculum Reform chaired by PVC T&L Amy
HKU rearticulated Educational Aims
To enable students to develop capabilities in:
 the pursuit of academic/professional
  excellence, critical intellectual inquiry and life-long
  learning
 tackling novel situations and ill-defined problems
 enacting personal and professional ethics, self-
  reflection and greater understanding of others
 intercultural understanding and global citizenship
 communication and collaboration
 leadership and advocacy for the improvement of the
  human condition
 35
                 From HKU Curriculum Reform chaired by PVC T&L Amy
Seven Distinctive Features
of the New Curriculum


                   Developme       Flexible
                    nt of moral   Curriculum
                     and civic     structure
                      values
         Engagement                           Inter-
         with local and                    disciplinary
             global                       enquiry and
         communities                      collaboration

             Multiple                    Inquiry in
             modes of                     multiple
           learning and                   contexts
           assessment
                          Experiential
                           learning
36
Common Core Curriculum
    Centre piece of our curriculum reform
    To help students to see interconnectedness and the
     interdependent nature of human existence through
     exploring some common human experiences
    Four Areas of Inquiry
      Scientific and Technological Literacy
      The Humanities
      China: Culture, State and Society
      Global Issues
     (6 courses to be taken in Years 1 and 2, at least one from
       each area, making up 15% of the whole curriculum)

    37
Experiential Learning
    Learning in authentic work environment
    Novel situations
    Problems are not well-defined
    Need to consider many contextual factors and the
     interconnection between them
    No perfect solution – live with dilemmas
    Synergy between theory and practice
        Degree-related internships
        Research mentorships
        Personal mentorships
        Study tours
        Summer schools
        General education
    38
Service learning
    HKU students have been working in the Thai-Burma
     border refugee camps each vacation for several
     years
    “Social innovation” and “Global Citizenship” as
     graduation requirements



.



    39
Knowledge exchange in Myanmar
    Working with NGOs and donors to provide scholarships
     for Burmese students each year
    Partnership with universities (library book
     donations, visiting students to HKU, HKU students
     teaching in Yangon, places in M.S.W. & M.Ed.
     Programmes, Ph.D. places for faculty)
    Partnership with education ministry (workshops on IT in
     education, teacher education)
    Partnerships with donors for funding
    Working with other Consul-Generals and
     MoE‟s, e.g., Vietnam, Sri Lanka, Mongolia …



    40
Concluding remarks
    Role of higher education for knowledge economy
        Highly qualified personnel for different needs
    Challenge of globalization
    Mismatch of expectations from stakeholders
    Internationalization a trend of HE
    Private supplementary tutoring something to watch
     out
    HKU as an international university in China
        Our educational aims
        Curriculum reform


    41
THANK YOU




42

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Higher Education for the Knowledge Economy - Professor Lap-Chee Tsui

  • 1. Higher Education for the Knowledge Economy Prof Lap-CheeTsui, Vice-Chancellor and President, HKU OECD – IMHE General Conference 1 17 September 2012
  • 2. Overview  Brief description of HKU  Highly qualified personnel for knowledge economy  Role of higher education  Developed vs developing countries  Challenges for HE  Globalization  Mismatch of expectations  Trend of HE  Internationalization  Private supplementary tutoring  HKU as an international university in China  Our educational aims  Curriculum reform 2
  • 3. HKU Founded in 1911 The HK College of Medicine (established 1887) One of the oldest higher education institutions in Asia 3
  • 4. A Brief Introduction  10 Faculties  Architecture  Arts  Business & Economics  Dentistry, Education  Engineering  Law  Medicine  Science  Social Sciences  15,000 undergraduates (from ~50 countries)  12,000 postgraduates (Research PG, Taught PG)  HKU School of Professional and Continuing Education (SPACE, including Community College) 4
  • 5. Highly qualified personnel for the knowledge economy • Role of higher education • Developed vs developing countries 5
  • 6. Role of higher education  Development of talents and leaders  High quality students  Range of disciplines + breadth of curriculum  Employability  Advancement of scholarship  Research and discovery  Academic excellence  Knowledge sharing  Active engagement in knowledge transfer/exchange + serving the community 6
  • 7. Pyramid of human talents  Shape of the pyramid varies with needs of the country Top level decision makers Universitie s Middle management post- High-skilled labor, secondary office education workers, … 7
  • 8. Challenges for higher education worldwide • Globalization • Mismatch of expectations 8
  • 9. Challenges of Globalization (1)  Interconnectivity, intensity, simultaneity, multi- dimensionality, accessibility and instantaneity, rapid generation of new knowledge  The world is getting smaller, but the scale and complexity of issues and problems are getting bigger  New forms of activity are learnt as they are being created  Confronted with more and more novel situations and ill-defined problems  Fewer moral certainties and more moral 9 dilemmas From HKU Curriculum Reform chaired by PVC T&L Amy
  • 10. Challenges of Globalization (2)  The global environment  Massification of higher learning and need for innovation  Globalization and greater demands for programs with a strong international component and for graduates with intercultural skills  Financial crises  University rankings … 10
  • 11. The rise of rankings  THE / QS / Shanghai Jiaotong  Different league tables have different methodologies and performance indicators  But, changing methodologies / criteria / weighing / goalposts  „Itemisation‟ of parts of the ranking  Impacts on institutions  Good – recruitment, funding, donation, …  Bad – ill-informed decisions, vicious competition, …  Nonetheless, rankings boast huge „market‟, which is here to stay  One size fits all? 11 Modified from Michelle Li, HK SAR EDB
  • 12. One size fits all? Stefan Collini, The Guardian, UK wrote in The threat to our universities: … Universities are said to serve two purposes – and two purposes only. The first is to  "equip" "young people" to get jobs in "the fast- moving economy of tomorrow”, and the other is to  contribute to "growth", to develop the "cutting-edge products" needed in "today's competitive global marketplace" (and preferably to discover the odd miracle drug, too) … 12
  • 13. How do we define quality for universities?  Quality = Large, comprehensive and elitist?  Small colleges → large comprehensive universities  Vocational / technical / teaching universities → research universities  Three types of HEI according to pursuit and objectives (Chen Yu-kun on undergraduate teaching evaluation in China, 2008) (1) Top universities (to become world class universities) Quality = “pursuit of excellence” “Pursuit” = to be ranked as top 100 in the world” (2) Vocational & technical colleges and universities Quality = “client satisfaction” = high employment rates. “Being trusted by employing sectors means high quality” (3) Colleges & universities between (1) & (2) – majority 13 13 “Quality means the extent to which their objectives are fulfilled” Courtesy of Amy Tsui, HKU PVC T&L
  • 14. What is expected of higher education?  Research, education and service to community  Different expectations from  Tax payers  Governments  Parents  Students  Employers  However, there is increasing emphasis on the importance of whole person education 14
  • 15. Work attitude 4.72 Emotional stability 4.64 Ask the Employers … Ability to grow and learn on one‟s own Analytical reasoning 4.54 4.43 Interpersonal skills 4.42  According to HKU‟s employer survey on about 40 English Writing 4.35 Cantonese speaking 4.35 attributes that university graduates ought to have Presentation skills 4.30 today English Reading 4.29 Planning skills 4.26 English Listening 4.26 Practical course-work 4.26 Lateral thinking 4.24 The informal curriculum 4.23 Guidance on whole person development 4.21 English Speaking 4.19 Application to real life problems 4.17 Group course-work 4.15 Depth of knowledge in <discipline> 4.10 Applied course-work 4.10 Discipline-specific knowledge 4.08 Chinese Reading 4.07 Technical and practical skills in <discipline> 4.07 Chinese Writing 4.06 Working experience / internship 4.05 Guidance on Career 4.05 15 Breadth of knowledge around the general area of <discipline> 4.02
  • 16. The goals of education Values Competencies Knowledge 16
  • 17. Trend of higher education worldwide • Internationalization • Impact of private supplementary tutoring 17
  • 18. Internationalization  Internationalization of universities  Research collaboration  Teaching and learning  International student body  Enrich learning environment; cultural diversity adds to understanding; tolerance of difference  Students going abroad  Learning experience; global perspectives; cultural understanding  Curriculum  Staff and student exchanges  Knowledge Exchange  Cooperation with other universities to advance human knowledge and higher learning  Global socioeconomic development would be the ultimate gain for human kind  18 Sharing of knowledge, information, good practice, …
  • 19. 19 Courtesy of John Source: New trends in international student mobility . Hendrik van der Pol, Director, UIS Spinks, HKUSr Advisor to
  • 20. By percentage of population (0.6%) 6 5 4 3 2 1 0 20 Courtesy of John Spinks, HKUSr Advisor to
  • 21. 21 Source: New trends in international student mobility. Hendrik vanof John Spinks, Courtesy der Pol, Director, UIS HKUSr Advisor to
  • 22. Changes in student mobility 1998 2008 Proportion of mobile 32.0% 18.7% students going to the U.S. Proportion of U.S. students 6% 11% coming to Asia 22 Courtesy of John Spinks, HKUSr Advisor to
  • 23. International Student Mobility Subcontinent USA Japan Germany ASEAN EAST Canada France China COUNTRIES Korea ASIA UK Malaysia Australia New Zealand The traditional educational destinations, USA, UK etc. Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan 23 Courtesy of John Spinks, HKUSr Advisor to
  • 24. International Student Mobility Europe (Bologna) Subcontinent USA Japan Germany ASEAN EAST Canada France China COUNTRIES Korea ASIA UK Malaysia Australia New Zealand The new Global Regionalism (Don Olcott), EU Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network Miki SUGIMURA, Ph.D. Department of Education, Faculty of Humanities, Sophia University, Japan 24 Courtesy of John Spinks, HKUSr Advisor to
  • 25. International Student Mobility Europe (Bologna) Subcontinent USA Japan Germany ASEAN EAST Canada France China COUNTRIES Korea ASIA UK Malaysia Australia New Zealand The new Global Regionalism (Don Olcott), Asia Malaysians  UK dropped from 18K (1997) to 11K (2006);  Egypt were 5.5K (2006) 25 Adapted from: International Student Mobility and Asian Higher Education Framework for Global Network Miki SUGIMURA, Ph.D. Department of Education, Faculty of John Spinks, HKUSr Advisor Courtesy of Humanities, Sophia University, Japan to
  • 26. External Obstacles to Internationalization (of student bodies) - 2nd & 3rd most important Wld Recognition of qualification / 15% Language barrier programme 13% AF Visa restrictions on our students 11% Recognition of qualification / 10% programme AP Recognition of qualification / 16% Language barrier 13% programme EU Recognition of qualification / 17% Language barrier 15% programme LAC Recognition of qualification / 17% Language barrier programme 14% ME Visa restrictions on our students 19% Recognition of qualification / 12% programme NA Visa restrictions on foreign students 14% Internationalization not national priority 14% Sample size N=745 Source: Ross Hudson (2010). Internationalization of Higher Education the 3rdIAU Global 26 Survey Report . Courtesy of Amy Tsui, HKU PVC T&L
  • 27. Private supplementary tutoring 27 Courtesy of Mark Bray, HKU Education
  • 28. Shadow Education (Mark Bray, HKU Education)  Additional to the provision of mainstream schooling  As the size and shape of the mainstream changes, so does that of the shadow  May be one-to-one, in small groups, large classes, or huge lecture theatres; and now includes internet tutoring  Long been vigorous in East Asia and parts of South Asia  Lower numbers but also deep roots in Eastern Europe and Central Asia  Emerging in Africa and Arab States  Also in Western Europe, North & South 28 America, Australia
  • 29. Scale of private tutoring  Azerbaijan: 92% of senior secondary  China: 29% lower secondary  Egypt: 52% rural primary; 64% urban primary  France: 25% lower secondary, 33% upper secondary  Hong Kong: 45% primary, 72% upper secondary  India: West Bengal, 57% primary; Kerala, 72% secondary  Japan: 16% Primary 1; 65% Secondary 3  Korea: 88% elementary, 72% middle, 60% high  Sri Lanka: 92% Grade 10; 98% Grade 12  UAE: 65% of Emirati students in Grade 12 29 Courtesy of Mark Bray, HKU Education
  • 30. Costs  France: US$2.8 billion  India: US$6.4 billion  Japan: US$12 billion  Korea: US$17.3 billion; equivalent to 80% of government expenditure on primary and secondary education  Greece: US$2.1 billion; equivalent to 20% of government expenditure on primary and secondary education  Egypt: 1.6% of GDP 30 Courtesy of Mark Bray, HKU Education
  • 31. Implications Bad Good  Distorts the teaching and learning processes  Helps student  Create peer pressure and learning and pass anxiety, both among students examinations and among parents  Provides incomes and  Mainstream teachers employment for reducing effort in professional tutor classroom, especially when providing tutoring to their own  Contribution to pupils knowledge economy  Affects admissions policies  Hard to tell high grades from high achievements  Narrowly examination driven vs selection of well-rounded 31 individuals Modified from Mark Bray, HKU Education
  • 32. It is coming your way 32 Courtesy of Mark Bray, HKU Education
  • 33. HKU as an international university in China • Our Education aims • Curriculum reform 33
  • 34. Challenges to HE in Hong Kong  Concerns of the community and employers with quality of university graduates  Increasing demand for graduates with generic capabilities and global outlook  Constraints imposed by government funding approach on curriculum structure  Less mature university entrants; need for guidance in academic pursuit and personal development  Pragmatic and utilitarian orientation of parents, students, and the community as a whole  Students more vocationally oriented and less academically oriented  Ethics and moral and civic values have assumed less importance in the undergraduate curriculum  Admission largely based on examination results and students‟ reliance on private tutoring 34 From HKU Curriculum Reform chaired by PVC T&L Amy
  • 35. HKU rearticulated Educational Aims To enable students to develop capabilities in:  the pursuit of academic/professional excellence, critical intellectual inquiry and life-long learning  tackling novel situations and ill-defined problems  enacting personal and professional ethics, self- reflection and greater understanding of others  intercultural understanding and global citizenship  communication and collaboration  leadership and advocacy for the improvement of the human condition 35 From HKU Curriculum Reform chaired by PVC T&L Amy
  • 36. Seven Distinctive Features of the New Curriculum Developme Flexible nt of moral Curriculum and civic structure values Engagement Inter- with local and disciplinary global enquiry and communities collaboration Multiple Inquiry in modes of multiple learning and contexts assessment Experiential learning 36
  • 37. Common Core Curriculum  Centre piece of our curriculum reform  To help students to see interconnectedness and the interdependent nature of human existence through exploring some common human experiences  Four Areas of Inquiry  Scientific and Technological Literacy  The Humanities  China: Culture, State and Society  Global Issues (6 courses to be taken in Years 1 and 2, at least one from each area, making up 15% of the whole curriculum) 37
  • 38. Experiential Learning  Learning in authentic work environment  Novel situations  Problems are not well-defined  Need to consider many contextual factors and the interconnection between them  No perfect solution – live with dilemmas  Synergy between theory and practice  Degree-related internships  Research mentorships  Personal mentorships  Study tours  Summer schools  General education 38
  • 39. Service learning  HKU students have been working in the Thai-Burma border refugee camps each vacation for several years  “Social innovation” and “Global Citizenship” as graduation requirements . 39
  • 40. Knowledge exchange in Myanmar  Working with NGOs and donors to provide scholarships for Burmese students each year  Partnership with universities (library book donations, visiting students to HKU, HKU students teaching in Yangon, places in M.S.W. & M.Ed. Programmes, Ph.D. places for faculty)  Partnership with education ministry (workshops on IT in education, teacher education)  Partnerships with donors for funding  Working with other Consul-Generals and MoE‟s, e.g., Vietnam, Sri Lanka, Mongolia … 40
  • 41. Concluding remarks  Role of higher education for knowledge economy  Highly qualified personnel for different needs  Challenge of globalization  Mismatch of expectations from stakeholders  Internationalization a trend of HE  Private supplementary tutoring something to watch out  HKU as an international university in China  Our educational aims  Curriculum reform 41

Hinweis der Redaktion

  1. From ‘New Approaches to Internationalisation’Michelle LiHong Kong SAREducation BureauGoing Global 5March 2011