The Curriculum Reform in New Senior Secondary Education of Hong Kong: Change and Immutable
In 2001, Hong Kong started an enormous, comprehensive, and highly impacted curriculum reform through introducing the “Learning to learn”. This reform incorporated changes in subject structure, integration of knowledge and skill, four key tasks, learning and teaching strategies, learning assessment approaches and provision of additional teaching resources. It is regarded as the largest curriculum reform in scale in history of Hong Kong. In 2005, the Education Bureau further reformed the educational system and its curriculum structure, which aimed to transform student learning. These changes included multiple pathways for students, further education, broad and balanced curriculum, integration of academic knowledge and application, and shifting from examination orientation to multiple assessments. However, this reform faced challenges in its design and existed deficits in its implementation. It is being criticized that the curriculum implementation missed the essence of its design. This paper aims to discuss the Hong Kong curriculum reform since 2005. First, it highlights the curriculum reform initiatives and their rationales in New Senior Secondary (NSS) education. Second, it inquires into the implementation dip of the rationales and implementation of NSS reform. Finally, it discusses the unchanged essence of NSS reform. In precise, this article exhibits the significant changes in this new reform such as educational system, subject structure, and curriculum choices. However, it stresses that the reform has not yet changed some fundamental issues such as examination oriented culture and student diversity.