the new academic structure for senior secondary education...
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The New Academic Structure forSenior Secondary Education
and Higher Educationin Hong Kong
Meeting Manpower Requirementsin the 21st Century
and Helping Employers RecruitSuitable Talents
The explosive growth of knowledge, the advent of information technology and the development of a knowledge-based economy are leading to rapid worldwide changes. The Government has been striving to raise students’ competitiveness by enhancing their adaptability, creativity and capabilities for independent thinking and lifelong learning. The New Academic Structure (NAS) for senior secondary education and higher education, implemented since September 2009, aims to provide all students with the opportunity to receive six-year secondary education. After completing Secondary 6, students have to sit for only one public examination – the Hong Kong Diploma of Secondary Education (HKDSE) Examination. Undergraduate programmes of local universities have generally been converted from 3-year programmes to 4-year programmes. The first cohort of HKDSE holders have joined the job market since 2012.
2016 • The first cohort of graduates under the NAS completed the 4-year degree programmes
2015 • The last cohort of graduates under the old academic structure completed the 3-year degree programmes
2013 • The final round of the HKALE (for private candidates only) under the old academic structure
2012 • The last HKALE for school candidates under the old academic structure / The first HKDSE Examination under the NAS
2011 The final round of the HKCEE (for private candidates only) under the old academic structure
2010 • The last HKCEE for school candidates under the old academic structure
2009 • Launch of the NASYear
Notes: HKALE – The Hong Kong Advanced Level Examination
HKCEE – The Hong Kong Certificate of Education ExaminationHKDSE – The Hong Kong Diploma of Secondary Education
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Milestone under NAS
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Under the NAS, students have to sit for only one public examination, the HKDSE Examination, upon completing the curriculum at Secondary 6. It replaces the HKCEE and the HKALE under the old academic structure.
Secondary 7
Secondary 6
Secondary 4
Secondary 5
Secondary 3
Secondary 2
Secondary 1
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Old Academic Structure
4-yearDegree
Programme
Sub-Degree Programme
Secondary 5
Secondary 6
Secondary 4
Secondary 3
Secondary 2
Secondary 1
Further Studiesin Mainland
China or Abroad
Yi JinDiploma
VocationalEducation
Non-local courses
in Hong KongWork
New Academic Structure
Difference between the Old Academic Structure and the NAS
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Senior Secondary Curriculum under the Old Academic Structure
Senior Secondary Curriculum under the New Academic Structure
Core Subjects
S4-S5: Chinese Language, English Language, Mathematics
S6-S7: Chinese Language & Culture, Use of English
S4-S6: Chinese Language, English Language,
Mathematics and Liberal Studies
Number of Subjectstaken by Students
S4-S5: 7-9 subjectsS6-S7: 4-5 subjects
S4-S6: 6-7 subjects (4 Core Subjects + 2/3 Elective Subjects)
Other Learning Experiences No formal structure
Structured; 10-15% ofcurriculum time allocated for ALL students
Difference between the Two Senior Secondary Curricula
Under the NAS, senior secondary (SS) students:
• learn 4 core subjects, including Chinese Language, English Language, Mathematics and Liberal Studies;
• choose 2 or 3 subjects from 20 SS elective subjects, a range of Applied Learning (ApL) subjects or 6 other language subjects according to their own interests. This breaks through the traditional
practice of streaming students into the disciplines of arts, science and commerce; and
• acquire Other Learning Experiences (OLE) for whole-person development.
2 or 3 Elective Subjects
SS Elective subjects,Applied Learning subjects
or Other Language subjects
4 Core Subjects
Chinese LanguageEnglish Language
MathematicsLiberal Studies
Other Learning Experiences
Moral and Civic EducationCommunity Service
Career-related ExperiencesAesthetic DevelopmentPhysical Development
Senior Secondary Curriculum
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Liberal StudiesChinese
Language
EnglishLanguage
OtherLearning
Experiences
Mathematics
ElectiveSubject 3
ElectiveSubject 2Issues in
LiberalStudies
ElectiveSubject 1
As a core subject, Liberal Studies aims to broaden students’ knowledge base, enhance their awareness of social, national and global developments, and develop their multiple perspectives and critical thinking skills through the enquiry of a wide range of issues and cross-disciplinary studies. These benefit students’ further studies, future employment and personal development.
For the detailed subject information, please refer to Education Bureau (EDB) website at: http://www.edb.gov.hk/en/curriculum-development/cross-kla-studies/applied-learning/course-information/index.html
Key LearningAreas
NSS Subjects
Chinese LanguageEducation
Chinese Language (core subject)•
Chinese Literature•
English LanguageEducation
English Language (core subject)•
Literature in English•
MathematicsEducation
•
Liberal Studies (core subject)•
Personal, Socialand Humanities
Education
Chinese History•
Economics•
Ethics and Religious Studies•
Geography•
History•
Tourism and Hospitality Studies•
ScienceEducation
Biology•
Chemistry•
Physics•
Science (Integrated Science, Combined Science)•
TechnologyEducation
Business, Accounting and Financial Studies•
Design and Applied Technology•
Health Management and Social Care•
Information and Communication Technology•
Technology and Living•
Arts EducationMusic•
Visual Arts•
PhysicalEducation
Physical Education•
Mathematics – including the Compulsory Part (core subject) and two elective Extended Modules: Calculus and Statistics, Algebra and Calculus
Key LearningAreas
NSS Subjects
SS Subjects (HKDSE Subjects: Category A)
Applied Learning (ApL) Subjects (HKDSE Subjects: Category B)
6 Areas of Studies
Creative StudiesMedia and
CommunicationBusiness,
Management and Law
Services Applied ScienceEngineering and
Production
•
•
Students at all ability levels could take ApL courses as elective subjects. The design principles of ApL courses are the same as those of other school subjects focusing on the development of knowledge, skills and attitudes. ApL offers studies with equal emphasis on practice and theory linked to broad professional and vocational field. For holistic learning, a flexible combination of ApL with core subjects, elective subjects and OLE helps to provide theoretical and applied learning opportunities to cater for students' diverse learning needs.
ApL aims to enable students to understand fundamental theories and concepts and to develop beginners' skill set and generic skills through application and practice. ApL helps students to explore their career aspirations and orientation for lifelong learning.
Other Language Subjects(HKDSE Subjects: Category C)
French German Hindi
Japanese Spanish Urdu
Other Learning Experiences (OLE)
• It helps cultivate students’ positive values and attitudes so that they will become lifelong learners equipped with capacities for sustainable development.
• It comprises 10 to 15% of the total curriculum time in school.
• OLE includes Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development.
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Through a balanced and broad-based curriculum, students are enabled to:
• be biliterate and trilingual with adequate proficiency;
• acquire a broad knowledge base, and be able to understand contemporary issues that may impact on their daily life at personal, community, national and global levels;
• be an informed and responsible citizen with a sense of global and national identity;
• respect pluralism of cultures and views, and be critical, reflective and independent thinkers;
• acquire information technology and other skills as necessary for being lifelong learners;
• understand their own career / academic aspirations and develop positive attitudes towards work and learning ; and
• lead a healthy lifestyle with active participation in aesthetic and physical activities.
Expected Learning Outcomes under Senior Secondary Curriculum
NAS Review
For more details on the NAS review, please visit the NAS review website: http://www.edb.gov.hk/nas/review
4/20134/2013Progress Report on
NAS Review (short-term
recommendations)
4/20144/2014
1st batch of Medium-term Review
recommendations
6/20156/2015
Last batch of Medium-term Review
recommendations
11/201511/2015
Medium-term Review Report
6/2012 - Review of the NAS by Stages6/2012 - Review of the NAS by Stages
2012 2013 2014 20152009 2016
9/20099/2009S.4 startsS.4 starts
201220121st HKDSE 1st HKDSE ExaminationExamination
20162016Ongoing renewal Ongoing renewal
of curriculumof curriculum
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How to interpret: (i) The mode of reporting for the 24 SS subjects?
1
2
3
4
55*5**
(iii) Students' performance in Other Language subjects?a
b
c
d
ee
d
c
b
aQuestion papers of the Advanced Subsidiary (AS) level from Cambridge International Examinations (CIE) are used for the examinations of other language subjects (including French, German, Hindi, Japanese, Spanish and Urdu). Marking and grading are conducted by CIE. Results are reported in five grades (a-e) on the HKDSE certificate, with grade “e” being the lowest and grade “a” being the highest. Achievement below grade “e” is designated as “Ungraded” and is not reported on the certificate.
employers can define their recruitment criteria in accordance with their actual require-ments for different posts, and recruit employees that best suit the positions offered.
The new mode of repor t ing a ims to recogn ise the ab i l i t ies and ach ievements of each student . In the HKDSE, the Hong Kong Examinations and Assessment Author i ty (HKEAA) reports candidates’ assessment results with reference to a set of defined standards that are transparent and ensured consistency be tween yea rs . Cand ida tes ’ pe r fo rmance w i l l be reported in f ive levels (1-5) , with Level 5 being the highest. Among the candidates who have attained Level 5, the top Level 5 students will be awarded Level 5** and the next top Level 5 candidates wil l be awarded Level 5*. Performance below the Level 1 standard will be designated as “Unclassified”. For each of the levels, there is a set of descriptors to describe what a student is typically able to do. In this new reporting mode, there is no “pass” or “fail”. By referring to the level descriptors of the HKDSE reporting system,
(ii) Students' performance in ApL subjects?
Attained with Distinction (I)Attained with Distinction (I)
AttainedAttained
Attained with Distinction (II)Attained with Distinction (II) There are no public examinations for SS ApL subjects. Assessment of students’ performance will be conducted by the course providers and the assessment results will be moderated by the HKEAA. For the 2012-2017 HKDSE, assessment results will be reported in two levels, i.e. “Attained” and “Attained with Distinction”, and recorded on the HKDSE certificate.
Starting from the 2018 HKDSE, the reporting of students' performance in ApL subjects would be further refined from the existing two levels of “Attained” and “Attained with Distinction” to “Attained”, “Attained with Distinction (I)” and “Attained with Distinction (II)”. Performance of “Attained with Distinction (I)” is comparable to level 3 while “Attained with Distinction (II)” is comparable to level 4 or above of the Category A subjects of the HKDSE.
The Reporting System
Entry requirements for civil service appointments under the NAS
More Information for Recruitment
Use of Student Learning Profile (SLP) to facilitate the recruitment of employees for different posts
• OLE;• performance / awards gained outside school;• academic performance in school (other than examination results of the HKDSE); and• student’s ‘self-account’ (e.g. highlight any impressive learning experiences or career goal setting).
The SLP is a summary presentation of the activities a student has participated in for whole-person development and the achievements gained during the senior secondary years. It enables students to tell their own “stories of learning”. From the SLP, employers may gain a whole picture of the applicants’ abilities, performance, attitude and aspirations. This will facilitate employers’ selection of suitable applicants who can then stretch their potentials in the work place.
Schools will encourage each student to build an SLP, through which a student can reflect upon and record his/her learning experiences (including Moral and Civic Education, Community Service, Career-related Experiences, Aesthetic Development and Physical Development), and display his/her performance in whole-person development. It may include brief information on the following:
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The Government is the biggest employer in Hong Kong. On 28 June 2011, the Civil Service Bureau (CSB) announced that results in the HKDSE would be accepted for the purpose of civil service appointments as follows:
HKCEE / HKALE(I) General Entry Requirements
Five passes in HKCEE
Results in f ive subjects in any combination of the following: Level 2 in SS subjects “At ta ined” in ApL sub jects (subject to a maximum of two
Grade E in Other Language subjects
••
•
Two passes in HKALE plus three credits in HKCEE (2A3O)
Results in f ive subjects in any combination of the following:Level 3 in SS subjects“Attained with Distinction” in ApL subjects (subject to a maximum of two ApL subjects) Grade C in Other Language subjects
••
•
(II) Language Proficiency RequirementsChinese Language/ English Language
Level 3 in HKCEE
Level 2 in HKCEE
HKDSE
ApL subjects)
Level 3
Level 2
In addition, to meet the entry requirements of civil service posts set at secondary education, a candidate who has completed respective levels from Secondary 1 to Secondary 5 under the NAS will be accepted as comparable to completion of Form 1 to Form 5 correspondingly under the old academic structure.
Details are available at the CSB web page (http://www.csb.gov.hk/english/info/2170.html).
Old Academic Structure New Academic Structure
StepOne Think about...
How do employers prepare for the recruitment of Secondary 6 graduates under the NAS?The following example may serve as reference.
Post
Duties
The knowledge,abilities, skills andqualities required
Languageproficiency
Example
A sales personworking in a tourist district
To sell and promote products
Secondary education level,enthusiastic, self-motivated,
good manner,sound communication skills
and customer-service oriented
Good command of spokenEnglish, Cantonese and Putonghua
Standard of HKDSE in the Benchmarking Studies on International Examinations
In collaboration with the Universities and Colleges Admissions Service (UCAS) in the UK, the HKEAA conducted a study in 2009 and 2012 to benchmark the standard of HKDSE Category A subjects with the GCE A-level. With the completion of the study, level 3 to level 5** of the HKDSE have been included in the UCAS Tariff. The UCAS Board approved tariff recommendation for level 5** at 145 points, which is slightly higher than grade A* (140 points) in GCE A-level examination. Mathematics which carries a unique structure comprising the compulsory part and the extended part. Level 5** in the compulsory part is awarded with 65 points, while level 5** in the extended part is awarded with 80 points.
For details, please visit the HKEAA website at http://www.hkeaa.edu.hk/en/recognition/benchmarking/hkdse/ucas/
The HKEAA has also conducted a benchmarking study in 2012 to compare the standard between the International English Language Testing System (IELTS) and the HKDSE English Language Examination. Based on the study, candidates attaining level 5** in the HKDSE English Language Examination achieved a mean IELTS band score of 7.64.
For details, please visit the HKEAA website at http://www.hkeaa.edu.hk/en/recognition/benchmarking/hkdse/ielts/
Example for Reference
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f Pass (The traditional notion of
s!
l otion of Pass (Grade E) no longer appliesappliessr appliess
i l notion of Pass (
Level 5
•
• •
Level 4
•
• • ability to communicate ideas and express views logically
Level 3
•
• ability to analyse and interpret information from a variety of sources • ability to communicate ideas and express views appropriately
Level 2
•
• ability to identify and interpret information from straightforward sources • ability to communicate simple ideas in a balanced way
Level 1
•
• ability to identify and interpret information from simple sources with guidance • ability to communicate simple ideas briefly
For details, please visit the HKEAA website athttp://www.hkeaa.edu.hk/en/HKDSE/assessment/the_reporting_system/SRR/#generic
StepTwo
StepThree
comprehensive knowledge and understanding of the curriculum and the ability to apply the concepts and skills effectively in diverse and complex unfamiliar situations with insight
ability to analyse, synthesise and evaluate information from a wide variety of sources ability to communicate ideas and express views concisely and logicallygood knowledge and understanding of the curriculum and the ability to apply the concepts and skills effectively in unfamiliar situations with insight
ability to analyse, synthesise and interpret information from a variety of sources
adequate knowledge and understanding of the curriculum and the ability to apply the concepts and skills appropriately in different familiar situations
basic knowledge and understanding of the curriculum and the ability to apply the concepts and skills in familiar situations
elementary knowledge and understanding of the curriculum and the ability to apply the concepts and skills in simple familiar situations with support
Refer to the Generic Level Descriptors and samples of student performance to understand the overall performance standards of candidates at different levels across subjects.
Based on the nature of duties of the post, the employers can set the corresponding performance levels required for relevant subjects by referring to the Level Descriptors of individual subjects. Taking this post as an example, with reference to the Level Descriptors of Chinese Language and English Language (Speaking), the basic entry requirement for Paper 4: Speaking in these two subjects is set at Level 2.
English Language Level Descriptors – Speaking Descriptors
Level 2
Pronunciation and Delivery Pronunciation of familiar words can usually be understood
within the overall context. •
Stress and intonation are used appropriately with simple utterances. •Fluency is evident in response to very simple prompts on familiar topics. •
Communication strategies Basic expressions and strategies are used to respond purposefully to others. •
Vocabulary and language patterns A small range of simple vocabulary is used appropriately. •Some basic language patterns are used accurately in brief exchanges. •
Ideas and organization Some relevant simple information and ideas are expressed successfully. •Some ideas and information are expanded on briefly. •There is brief participation in conversation when prompted. •
http://www.hkeaa.edu.hk/en/hkdse/assessment/subject_information/category_a_subjects/hkdse_subj.html?A1&1&2_4For details, please visit the HKEAA website at
For details, please visit the HKEAA website athttp://www.hkeaa.edu.hk/en/hkdse/assessment/subject_information/category_a_subjects/hkdse_subj.html?A1&1&1_4
Chinese Language Level Descriptors – Speaking Descriptors (Chinese Version only)
第二級 能就題目提出見解或質疑，尚能整理、澄清或補充說話內容，回應別人發言；說話達意，能參與討論，保持禮貌。
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HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION
2016
KO SIU MEI, SAMMI
121234568
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CHINESE LANGUAGE . Reading . Writing . Listening . Speaking . Integrated Skills
2(Two) 2(Two) 2(Two) 2(Two 3(Three2(Two
2(Two) 2(Two) 2(Two) 3(Three)
.
.
.
.
MATHEMATICS Compulsory Part
2(Two)
ENGLISH LANGUAGE . Reading . Writing . Listening and Integrated Skills . Speaking
COMBINED SCIENCE . Biology . Chemistry
LIBERAL STUDIES 2(Two)
2(Two)
PURCHASING AND MERCHANDISING Attained with Distinction
Category C Subjects
FRENCH c(c)
******************************************************************************************************************************************************
Category B Subjects
.
.
2(Two) 2(Two)
2(Two)
Category A Subjects
A Sample of the HKDSE certificate
Having attained Level 3 in Chinese
Language (Speaking) and English Language (Speaking), Sammi’s
speaking ability exceeds the basic entry requirement for
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Refer to the candidate’s (i.e. Sammi’s) HKDSE certificate for an understanding of her knowledge, abilities and performance in subjects that are relevant to the post.
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in a subject that is relevant to the post.
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Student Learning ProfileDate of Issue: 28-02-2016
Student Particulars
Student Name: KO Siu-mei, Sammi ID No. : Z123
Date of Birth: 01-10-1998 Sex: Female
School Name: Hong Kong School School Code: 543210
Date of Admission: 1-9-2010 School Address: Hong Kong Education Road
School Phone: (852) 21234567
Academic Performance in School
2015-2016S6
2014-2015S5
2013-2014S4
Subject Full Mark
Mark/Performance in
School
Full Mark
Mark/Performance in
School
Full Mark
Mark/Performance in
SchoolName of Key Project
Chinese Language 300 161 300 162 300 165
English Language 300 171 300 162 300 155
Mathematics 200 120 200 115 200 111
Liberal Studies 100 64 100 67 100 74Independent Enquiry Study: Environmental Technology in Developing Countries
Combined Science 100 60 100 55 100 (45)
- Biology 50 35 50 26 50 25
- Chemistry 50 25 50 29 50 (20)
Purchasing and Merchandising(Applied Learning)
A A A B – –
French 200 150 200 145 200 148
( ) : fail
****
StepFive
Apart from the HKDSE certificate, employers can also gain an understanding of Sammi’s achievements, personal qualities and abilities from her SLP. During the interview, employers may learn about her career aspirations and job-related learning experiences through Other Learning Experiences and Student’s Self-Account.
Page 1 of 3
Other Learning Experiences
Information about Other Learning Experiences must be validated by the school. Other Learning Experiences can be achieved through programmes organised by the school or co-organised by the school with outside organisations. They may include learning experiences implemented during time-tabled and/or non-time-tabled learning time. Apart from core and elective subjects, Other Learning Experiences that the student participates in during his/her senior secondary education include Moral and Civic Education, Aesthetic Development, Physical Development, Community Service and Career-related Experiences.
Programmes (with description)* School Year
Role of Participation
Partner Organisations
(if any)
Major Components of Other Learning
Experiences
Awards / Certificates /
Achievements** (if any)
JA Financial Management
2013 - 2014 Participant
Career Guidance
Team
Career-related Experiences CertificateImprove students’ personal skills, such as understanding
the needs of others, making decision, financial planning, analysing information, and teamwork.
Lunar New Year Fair Charity Competition
2014 - 2015 Participant –
Moral and Civic Education
Career-related Experiences
Community Service
Aesthetic Development
Certificate of Appreciation
By selling self-designed products, students can gain knowledge in product production and customer service. Through cooperating with team members and the process of selling products to customers, students can improve their communication skills and competence in bilingual presentation, and grasp the importance of being honest, polite and customer service-oriented.
World of Work Programme – WOW! I’M READY
2014 - 2015 Participant Education
BureauCareer-related Experiences Certificate
This programme is designed and delivered by a group of well-experienced business people from established local and multi-national organisations. Through rich content and effective learning strategies, the programme aims to provide quality learning experiences to the students. Students can learn about themselves and the real world of work from different perspectives, nurturing their self-initiative and communication skills.
c
The experience gained from this activity is related to the job duties of a sales person. From the provided information, we learn that Sammi has some practical experience in the retail sector.
During the interview, employers may ask Sammi to share her selling experience, the difficulties she encountered during the process, how she tackled the problem and how she handled customers’ requests and enquiries. q
Enthusiasm, high motivation and effective communication are the essential personal qualities of a sales person.
Through different modes of interview (e.g. group discussions, games, etc.), employers may find out whether Sammi has the personal qualities of a sales person. p
* Apart from introducing what the programme is about, the description may also explain briefly the knowledge, generic skills, values and attitudes that the
** Evidence of awards/ certificates/ achievements listed is available for submission when required.Remarks: The above list is not meant to be exhaustive. It merely illustrates the ‘key’ learning experiences acquired by the student throughout the senior secondary years.
student has developed through the experience.
Performance / Awards Gained Outside School
Programmes (with description) School YearRole of
ParticipationOrganisation
Awards / Certificates /Achievements**
(including grades/marks,if any)
Associated Board of the Royal Schools of Music (ABRSM), Piano Examination (The ABRSM examinations are the most popular music examinations in Hong Kong.)
2013-2014 CandidateHong Kong Examinations
and Assessment Authority
Associated Board of the Royal Schools of Music,
Piano Examination, Grade 8
Students may provide the school with information about their participation in the learning activities that are not organised by their schools during their senior secondary school years. There is no need for the school to validate the information provided. Students will be responsible for providing evidence for the relevant stakeholders where necessary.
List of Awards and Major Achievements Issued by the School
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Page 2 of 3
Employers may ask Sammi to share the experience, knowledge and skills gained from the learning experiences mentioned, such as how one can work well with others and handle different ideas in a team. In addition, employers may ask questions for an in-depth understanding of Sammi’s serving attitude.
Student’s ‘Self-Account’ (Optional)
For example, the student may briefly highlight an impressive learning experience that has an impact on his/her personal growth and goal setting. The student may also give an account of how he/she works towards his/her personal goal to meet his/her career aspirations or foster whole-person development in this column.
Encouraged by the subject teacher of Purchasing and Merchandising, my classmates and I formed a team participating in the yearly charity competition. Some of us suggested having chopsticks as our major commodities for sale. Yet I was strongly against this suggestion as the market potential of chopsticks seemed small. Eventually, through voting, we decided to sell self-designed chopsticks with free provision of carving services. Customers could have their words or names engraved on the chopsticks for free. At first, I did not have much hope on selling these commodities, and was worried the demand would be small, which would in turn lead to great loss. My classmates understood my worries. So after a serious discussion, we developed a strategy for contingency. If the sales volume fell far behind our expectation, we would reduce the amount of goods to be ordered. Unexpectedly, it turned out that the chopsticks were sold extremely well. Some schoolmates even placed orders for pairs of chopsticks for their family members and friends. All chopsticks were out of stock on the very next day. We took immediate action to refill the stock instantly.
I also learned a good lesson from the stall next to us on the second day of the fair. The stall mainly sold low- priced snacks. In general, this type of commodities should usually be very popular among youngsters. However, the students in charge always gave customers the cold shoulder and became impatient when customers asked about prices. Worse still, those considered as window-shoppers by them were even told not to come. As a result, no one ever stepped into that stall again the following days. From this incident, I clearly realise that, apart from external factors, a polite and courteous serving attitude towards customers is the key to success in retail. With-out good customer service, no matter how attractive or cheap the products are, customers are unlikely to buy them at all.
When the fair came to an end, we bought some winter clothing for an elderly home with the fund raised. The clothing we gave the elderly brought them warmth and joy, despite their poverty. At the same time, we could apply what we learnt. We think our hard work is worthwhile.
Which learning experience is the most unforgettable to me? With no doubt, my participation in the school's “LunarNew Year Fair Charity Competition” with classmates in S5 lives most vividly in my memory. What we learnt during the competition has enormously enhanced my practical knowledge in marketing and communication skills.
The above example illustrated how the HKDSE certificate and the SLP help employers to understand comprehensively the multi-faceted abilities of a student under the NAS. This facilitates employers’ recruitment of the right person for the right post.
In this column, students may provide additional information to highlight any aspects of his/her learning life and personal development during or before the senior secondary education for the reference of readers (e.g. tertiary education institutions, future employers).
Conclusion
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Page 3 of 3
Education Bureauhttp://www.edb.gov.hk
Applied Learninghttp://www.edb.gov.hk/apl/en
New Academic Structure Web Bulletinhttp://www.edb.gov.hk/nas/en
Hong Kong Examinations and Assessment Authorityhttp://www.hkeaa.edu.hk/en/
Civil Service Bureauhttp://www.csb.gov.hk
Hong Kong Council for Accreditation of Academic and Vocational Qualificationshttp://www.hkcaavq.edu.hk
Other Learning Experiences and Student Learning Profilehttp://www.edb.gov.hk/cd/olehttp://www.edb.gov.hk/cd/slp
Education BureauCurriculum Development Institute
Feb 2016
Useful Websites for Reference
NAS Reviewhttp://334.edb.hkedcity.net/EN/334_review.php
Contact UsContact UsEmail: [email protected]: 2892 6460
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