Introduction

This “Survey on the School Curriculum Reform and Implementation of Key Learning Area Curricula in Schools 2003” is a report of the first study to collect territory-wide data on the current curriculum reform implemented in primary and junior secondary schools in Hong Kong since 2001.

After conducting a two-year holistic review of the Hong Kong School Curriculum, in conjunction with other reviews undertaken by the Education Commission, the Curriculum Development Council (CDC) published a report in 2001 entitled Learning to learn: The Way Forward in Curriculum Development. This set out general directions for curriculum development in Hong Kong for the next ten years, identified short-term and long-term targets and strategies, and developed a curriculum framework as the basic structure for learning and teaching throughout all stages of schooling. According to this framework, existing subjects in schools are grouped into eight Key Learning Areas (KLAs) (see Appendix A).

In 2002, the CDC published the Basic Education Curriculum Guide – Building on Strengths (BECG), a set of eight Key Learning Area (KLA) Curriculum Guides (Primary 1 to Secondary 3) and the General Studies (GS) for Primary Schools Curriculum Guide (Primary 1 – 6). The BECG recommended a range of curriculum reform measures, such as a 5-year plan and a homework & assessment policy, to implement the curriculum reform at whole-school level in accordance with central directions, while encouraging flexibility to enable schools to adapt the curriculum to their strengths, differing contexts and the needs of their students. The BECG is supported by practical steps, questions for reflection and examples. The KLA & GS Guides set out curriculum aims; the elements/contents of learning; learning, teaching and assessment strategies & resources, and the management of curriculum development in each KLA. While the central recommendations are to be followed, school-based adaptations are again encouraged, such as pace of development and choice of curriculum modes. Each school is required to work out its own school-based curriculum development strategies, geared towards achieving the common reform goals.

The purpose of this study was to explore what progress had been made in curriculum reform and the implementation of Key Learning Area curricula in schools from the perspective of frontline practitioners, including school heads, KLA/subject heads and teachers. The study is a longitudinal one commencing in 2003, designed to track the changes at school level over the subsequent three years. The information collected will be used:

	to help understand the current state of the curriculum in schools;
	to identify areas in which further support is required for schools and teachers, and to adjust strategies of support;
	to determine whether and how greater impact on learning might be achieved; and
	to inform the interim review of the curriculum reform scheduled for 2005-06. The result of the study would also be used to inform the implementation of education reform in general

The Division of Social Studies, City University of Hong Kong, was commissioned by the Curriculum Development Institute, Education and Manpower Bureau to conduct the survey in early July 2003. A stratified random sampling method was adopted. Thirty sets of pre-designed structured questionnaires (see Appendix B) were used to collect information from three respondent groups including school heads, KLA/subject heads and teachers. Qualitative responses were also captured for each section of the questionnaire. A total of 148 primary schools and 101 secondary schools took part in the survey. The response rates of primary schools and secondary schools were 85.5% and 75.9% respectively. Table 1 shows the percentage of schools in the sample by financial mode. Table 2 describes the number of questionnaires collected from each of the respondent groups.

Table 1: Sample schools by financial modes

Table 2: Number of questionnaires collected from different respondents

Over 95% of the school heads in the sample had worked in the educational field for 16 years or more. A majority of primary school heads had a bachelor degree, though a minority (about 16%) only held a teacher’s certificate. All secondary school heads were bachelor degree holders, and more than half of them had a master degree as well.

As for the KLA/subject heads and teachers, the median number of years of experience for the primary school group was between 6 and 10 years and for the secondary group between 11 and 15 years. For the primary and secondary school KLA/subject heads, the median qualification was a bachelor degree. Though many of the primary school KLA/subject teachers had a bachelor degree, the percentage was comparatively less than among secondary school teachers.