THE IMPACT OF 334 ON CARITAS FRANCIS HSU COLLEGE AND CARITAS BIANCHI COLLEGE OF CAREERS

Brendan McLoughlin

Paul Moan

Giao Tran

1

Hong Kong’s economy

1980s

• East Asian Industrial Center

• Demand industry

workers• China’s ‘Open Door’

policy

2

Hong Kong’s economy

1980s

• East Asian Industrial Center

• Demand industry

workers• China’s ‘Open Door’

policy

1990s to present

• Primarily service based• Competitions in East Asia• Demand higher-educated

worker

3

Problems in Education System

• 3+ 2 + 2 + 3 system• Exam – elimination

based• HKCEE and HKALE• Produce primarily

secondary work force• Do not meet the

higher education work labor demand

4

1999 2000 2001 2002 2003 2004 2005 200660

65

70

75

80

85

67.5

69.4

70.3

71.8 71.772.3 72.7 73.4

77.7 78.379.2 79.3 79.7

79.9

78.8 78.9

HKCEE HKALE

Year

Per

cen

tag

e

Education Reform (2000 – present)

• 3 + 3 + 4 system (i.e. 334 reform)

• One final exam – HKDSE

• More students entering tertiary level

• Life-long learning skill

5

Current Structure(“3+2+2+3”)

3-YearUndergraduate Degree

Secondary 7

Secondary 6

Secondary 5

Secondary 4

Secondary 3

Secondary 2

Secondary 1

HKALE

HKCEE

New Structure(“3+3+4”)

4-YearUndergraduate Degree

Senior Secondary 3

Senior Secondary 2

Senior Secondary 1

Secondary 3

Secondary 2

Secondary 1

HKDSE

The Caritas Colleges

• Caritas Francis Hsu College and Caritas Bianchi College of Careers

• Self financed• Between secondary

and tertiary level

→Directly affected by the reform

6

The effects of 334

• Large reduction in number of incoming students during transition year

• Re-adjustment of curriculum• Effect administrators, teachers, students

and parents• Lack of research and help from

government

7

Change

• Reforms are not easy• Everyone resists change• Especially hard on

teachers• CFHC + CBCC have

post reform plans

Goal

Provide recommendations to CFHC and CBCC on how to best navigate

the impending educational reforms as successfully as possible.

Objectives

• Analyze CFHC + CBCC’s teaching methods.

• Identify strength and weaknesses in existing CFHC and CBCC’s curricula.

• Determine how participants view the upcoming reforms

• Plan for flexibility within the educational systems to allow for future modifications

Methods

Goal

-Teachers-Administrators

-Secondary Students-Tertiary Students (CBCC

and CFHC)-Focus Groups

-Interviews-Surveys

-curriculum map

-concerns/apprehensions-teaching methods

-student opinions and experiences

11

Curriculum Mapping

12

Administrators

• Interviews

– Opinions about the reform

– Suggestion for change

– Helping teachershttp://www.indusschool.com/seminar/pic_mh_news_ceo1.jpg

13

Teachers

• Focus groups

– Teaching method

– Thoughts about the reform

– Needs throughout the reform

http://disguisedgods.files.wordpress.com/2009/07/dead-poets-society-1.jpg

14

Secondary Level Students

• Survey

– Plans after graduation

– Thoughts about the reform

– Opinions of Hong Kong schools

http://upload.wikimedia.org/wikipedia/commons/b/b3/High_school_students_eating_Ramen.JPG

15

Tertiary Level Student

• Survey

– Schools’ needs

• Focus Groups

– Student experiences

http://www.mindtreasures.com/images/students.jpg

16

Future of CFHC and CBCC

• “learning institution”

• Built in flexibility

• Future change is inevitable

17