1. Brendan McLoughlin
Paul Moan
Giao Tran
THE IMPACT OF 334 ON CARITAS FRANCIS
HSU COLLEGE AND CARITAS BIANCHI
COLLEGE OF CAREERS
1

2. Hong Kong’s economy
1980s
• East Asian Industrial
Center
• Demand industry
workers
• China’s ‘Open Door’
policy
2

3. Hong Kong’s economy
1980s
1990s to present
• East Asian Industrial
Center
• Demand industry
workers
• China’s ‘Open Door’
policy
• Primarily service based
• Competitions in East Asia
• Demand higher-educated
worker
3

4. Problems in Education System
85
HKCEE
HKALE
80
79.9
79.2
77.7
79.3
79.7
78.8
78.9
78.3
Percentage
75
71.8
70
71.7
72.3
72.7
2004
2005
73.4
70.3
69.4
67.5
65
60
1999
2000
2001
2002
2003
Year
2006
4
• 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

5. Education Reform (2000 – present)
New Structure
(“3+3+4”)
Current
Structure
(“3+2+2+3”)
• 3 + 3 + 4 system (i.e.
334 reform)
• One final exam –
HKALE
HKDSE
• More students
entering tertiary level
• Life-long learning skill
4-Year
Undergraduate
Degree
3-Year
Undergraduate
Degree
HKDSE
Secondary 7
Secondary 6
Senior
Secondary 3
Senior
HKCEE Secondary 2
Secondary 5
Secondary 4
Secondary 3
Secondary 2
Secondary 1
5
Senior
Secondary 1
Secondary 3
Secondary 2
Secondary 1

6. 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

7. 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

8. Change
• Reforms are not easy
• Everyone resists change
• Especially hard on
teachers
• CFHC + CBCC have
post reform plans

9. Goal
Provide recommendations to CFHC
and CBCC on how to best navigate
the impending educational reforms as
successfully as possible.

10. 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

11. Methods
-Teachers
-Administrators
-Secondary Students
-Tertiary Students (CBCC
and CFHC)
-Focus Groups
-Interviews
-Surveys
-curriculum map
Goal
-concerns/apprehensions
-teaching methods
-student opinions and
experiences
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12. Curriculum Mapping
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13. Administrators
• Interviews
– Opinions about the
reform
– Suggestion for change
– Helping teachers
http://www.indusschool.com/seminar/pic_mh_news_ceo1.jpg
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14. 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
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15. 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_stu
dents_eating_Ramen.JPG
15

16. Tertiary Level Student
• Survey
– Schools’ needs
• Focus Groups
– Student experiences
http://www.mindtreasures.com/images/students.jpg
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17. Future of CFHC and CBCC
• “learning institution”
• Built in flexibility
• Future change is inevitable
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