Roger Y Chao Jr.

General Education and University Curriculum Reform:

An International Conference in Hong Kong

12-14 June, 2012

City University of Hong Kong, Hong Kong

Erikson’s Stages of Psycho-Social Development

Maturity Ego vs Despair

Adulthood Generativity vs Stagnation

Young adulthood

Intimacy vs Isolation

Puberty & adolescence

Identity vs role confusion

Latency Industry vs inferiority

Locomotor-Genital

Initiative vs Guilt

Mascular-Anal

Autonomy vs shame, doubt

Oral Sensory Basic trust vs mistrust

Identity Crisis

Institutionalized Moratoria

Ego vs. Super Ego

Value Orientation stages ◦ Moral/ideological/ethical

Cote & Levine (1989)

Identity Formation and Social Relations (Intimacy)

Craig-Bray, Adams & Dobson (1988)

Social Development Theory ◦ Social interaction plays a fundamental role in

cognitive development

◦ Knowledgeable other

◦ Zone of Proximal Development (ZPD)

Note: Students, teachers and milieu are active ◦ Vygotsky (1926/1991 cited by Davydov 1995)

Three Dimensions ◦ Cognitive, Psychodynamic and social

Five Processes ◦ Perception (unmediated)

◦ Transmission (someone)

◦ Experience (both perception & Transmission)

◦ Imitation (copy/model)

◦ Activity/Participation (engagement)

Internal Dimension of learning ◦ Erikson’s Psycho-social Developmental stages

External Dimension of learning ◦ Vygotsky’s Social Development theory/ZPD

Three Dimensions of Learning ◦ Cognitive/Emotive & Environment

Internal ◦ Understanding oneself

Identity

Multiple roles

◦ Develop LLL facilities

adaptability

Self-learning

Broader perspective

◦ Emotional Maturity

Mental balance/drive

External (Environment) ◦ Understanding Society

Relationship

Multiple perspectives

◦ Develop LLL skills

ICT

Interpersonal

Language skills

◦ Supportive Environment

Family/HEIs/Society

Major Education initiatives

7 learning goals & 4 key tasks

Basic Education (2002) ◦ General Studies

Secondary Education (2009) ◦ New Academic Program

Post-Secondary (2012) ◦ 4 year Bachelors

◦ General Education

Student Centered – Whole Person Development – Multiple pathways - Life long Learning

Key Learning Areas/General Studies ◦ Chinese Language Education

◦ English Language Education

◦ Mathematics

◦ Personal Social & Humanities

◦ Science Education

◦ Technology Education

◦ Arts Education

◦ Physical Education

◦ General Studies

Areas of Studies ◦ Self & personal dev

◦ Society and culture

◦ Science, technology & environment

Modules ◦ Personal growth &

interpersonal relationships

◦ HK today

◦ Contemporary China

◦ Globalization

◦ Public Health

◦ Technology, energy & environment

Source: http://www.hkeaa.edu.hk/DocLibrary/Media/Leaflets/HKDSE_pamphlet_Eng_1410.pdf

HKCEE

HKALE ◦ 19 A & 20 AS levels

◦ CN language & Culture

◦ English

HKDSE ◦ 4 core subjects

Chinese/English

Mathematics/Lib. Studies

◦ 20 elective subjects

◦ Applied learning subjects

◦ Other languages French/German/Hindi

Japanese/Spanish/Urdu

National

Civil Service Eligibility

Local industry ???

International

CIE/NARIC/UCAS (UK)

Australian Ed Intl

China

Taiwan

Bachelors

Sub-degree

Mainland/Overseas

Non-local courses ◦ HK & Distance

Education

New Project Yi Jin

Vocational

Mainland/ North America & Europe???

Specialization to holistic approach???

120 course credit for 4 year UG degree

30 credits (4-6 broad areas) ◦ Chinese and English req. 6-12 credits

◦ Common core course for 1st year students???

◦ Expanded fx study option/intake of fx students

◦ Increased internship & service-learning opportunities

To be implemented September 2012

HKCEE (33%)

HKAL (45%)

HKDSE

UGC HEIs; HKAPA (15,150 (30,300))places

Self financed (7,400)

SD (37,500)

Yi Jin (35,000)

• 12 UGC & HEI dialogues (6 Dec. 2008 – 5-6 Dec. 2011)

Less Mature ◦ Peer learning?

◦ GE Choices?

◦ Can’t GE be taken at Sr. Secondary Level?

Less examination pressure ◦ Necessity or ego?

◦ Later selection/stratification

Unaware of their career direction ◦ Multiple Paths? Who and how is it chosen?

Readiness ◦ Basic & Secondary education successful?

◦ Notion of self-sufficiency? Or Family?

◦ Mindset? Pragmatic or humanistic?

Readiness ◦ Mentoring (ICT/GE/Selection/Career)

◦ Cultural learning (rote vs. critical analysis) gap

◦ Language Skills gap

◦ Understanding Society (local, regional & global)

◦ Inter-personal skills? Collaboration? Time?

Narrow or broad perspective? ◦ Pragmatic vs. humanistic

◦ Peer vs. community engagement

◦ Single vs multiple perspective

◦ Identity crisis vs. identity formation

Vagueness in GE direction ◦ Common core curriculum for 1st year

◦ More exchange/internship

HK Ed reforms constructively designed to be student centered holistic adaptable and equitable

Successful implementation of basic and secondary reforms are still in question

Challenges in GE & University reforms lie in

◦ Individual maturity, choice, engagement & stratification

◦ Quality of mentorship and facilitation of learning

◦ Supporting environment (nurture holistic persons)

Clarity in GE offering/implementation/diversification

Optimal use of the extra 1 year in bachelors