A study of the impact of the first phase of the curriculum reform on student learning in Hong Kong

Wai Wa Timothy YUEN, Chi Keung Alan CHEUNG, Ping Man WONG

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

Purpose - To prepare Hong Kong students to face a rapidly changing 21st century, Hong Kong Government implemented a major curriculum reform entitled Learning to Learn – The Way Forward in Curriculum Development. This reform has shaped the direction of Hong Kong’s school education since 2001. This paper aims at examining the impact of the reform from the perspectives of the major stakeholders, namely principals, teachers, and students. Design/methodology/approach - The paper was written based on the data obtained from a large scale study that covered over 250 primary and secondary schools, or about 20% of the total population in Hong Kong. Both qualitative (focus group interviews) and quantitative methods (questionnaire survey) were employed in the study. Findings - Our findings indicated that moderate progress has been made in students’ overall performance in generic skills, positive values and attitudes, language proficiency, and over the key learning areas. On the other hand, the progress made in secondary schools was perceived to be less than that made in primary schools. The views of frontline teachers could also be different from senior teachers and principals as to degree of achievement. There also existed a gap as the progress reported for critical thinking and self learning abilities might be less favorable when compared to that reported for I.T., reading habits, and healthy lifestyle. Originality/value - The findings and policy suggestions of the paper are of reference value to curriculum policy planners, researchers, and educators. Copyright © 2012 Emerald Group Publishing Limited.
Original languageEnglish
Pages (from-to)710-728
JournalInternational Journal of Educational Management
Volume26
Issue number7
DOIs
Publication statusPublished - 2012

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Hong Kong
curriculum
reform
primary school
secondary school
teacher
learning
student
school education
curriculum development
quantitative method
habits
Values
stakeholder
educator
questionnaire
methodology
ability
interview
language

Citation

Yuen, T. W. W., Cheung, A. C. K., & Wong, P. M. (2012). A study of the impact of the first phase of the curriculum reform on student learning in Hong Kong. International Journal of Educational Management, 26(7), 710-728.

Keywords

  • Hong Kong
  • Education reform
  • Curriculum reform
  • Impact of education reform
  • Student learning