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Following is a question by the Dr Hon Lam Tai-fai and a written reply by the Secretary for Education, Mr Michael Suen, in the Legislative Council today (February 1):
Question:
Quite a number of education workers, students and parents have relayed to me that they hope that small class teaching could be fully implemented in Hong Kong's primary and secondary schools as early as possible, so as to enhance the quality of teaching and improve the learning environment in schools. In this connection, will the Government inform this Council:
(a) given that in reply to a question raised by a Member of this Council on June 29, 2011 (the Member's question), the Education Bureau advised that "[i]nternational studies have suggested that it is more effective when students are small and its effectiveness tends to wane according to students' age", which studies are included in the "international studies" referred to by the authorities as well as their relevant contents;
(b) why the authorities are satisfied that the findings of the "international studies" in (a) are applicable to Hong Kong;
(c) whether it knows if there are other international studies which have arrived at conclusions that are different from the study findings cited by the Government; if it knows, of the details; if not, why it cited the aforesaid study findings before it fully understands the matter;
(d) whether the Government has conducted any study on the implementation of small class teaching in secondary schools in Hong Kong; if it has, of the details; whether it has assessed if the implementation of small class teaching can enhance the effectiveness of learning and teaching in secondary schools; if it has, of the details; if not, why it queries the effectiveness of implementing small class teaching in secondary schools before it has studied and assessed the local situation;
(e) whether it knows if any local or overseas organisation has conducted studies on the implementation of small class teaching in secondary schools in Hong Kong; if it knows, of the details; if not, why it queries the effectiveness of implementing small class teaching in secondary schools before it fully understands the matter;
(f) whether it knows how the average class sizes of primary and secondary schools in Hong Kong at present compare with the relevant class sizes in other developed economies;
(g) whether it has assessed the amount of government expenditure to be incurred each year after small class teaching has been fully implemented in primary schools in Hong Kong; if it has assessed, of the amount of such expenditure;
(h) whether it has assessed the amount of additional government expenditure to be incurred each year for the full implementation of small class teaching in secondary schools in Hong Kong; if it has assessed, of the details; if not, the reasons for that;
(i) given that in reply to the Member's question, the Education Bureau indicated that "[w]hen the situation in schools stabilises and more accurate data on student population are available, we will be happy to continue to explore with the school sector appropriate measures to enhance the quality of teaching and learning in secondary schools", of the concrete timetable for the authorities to continue to explore appropriate measures with the school sector and for completing the study;
(j) whether it has assessed how secondary schools, which do not implement small class teaching, articulate with primary schools implementing small class teaching, and whether problems will emerge as a result; if it has assessed, of the details; if not, the reasons for that; and
(k) whether it will consider implementing small class teaching in secondary schools in phases, and allowing schools to participate on a voluntary basis; if it will, of the details; if not, the reasons for that?
Reply:
President,
Regarding the question raised by Dr Hon Lam, my consolidated reply is as follows:
(a), (b) and (c) For the findings of international studies on small class teaching (SCT), please refer to LC Paper No. CB(2)2844/03-04(01) (Annex 1). In gist, SCT is a teaching method. International studies have suggested that SCT is more effective when students are small but its effectiveness tends to wane as students age. As for the Study on Small Class Teaching in Primary Schools in Hong Kong, the report has been uploaded onto the Education Bureau's website for public's reference. Details of the report are also set out in LC Paper No. CB(2)1484/09-10(06) (Annex 2). As revealed in the study, a small class setting alone would not necessarily bring about improvement in learning and teaching. It is crucial for schools and teachers to consider how to better utilise a small class setting and this involves a paradigm shift in pedagogy.
(d), (e) and (h) In considering whether to implement SCT in secondary schools, we must take into account the following four aspects, i.e., the existing conditions of secondary schools, the teaching and learning environment as well as provision of support to secondary schools, overseas experience and resource allocation. We should also learn from the experience of SCT in primary schools and analyse whether secondary schools should reduce the class size, as in primary schools, to 25 students across the board. We cannot commit ourselves to implementation of SCT in secondary schools simply for the sake of meeting the community's demand. Hence, we do not have any plan to implement SCT in secondary schools at the moment, including conducting relevant studies and making an estimation of additional expenditure.
(f) The student-to-teacher ratio in public sector secondary schools has improved from 18.5:1 in the 2000/01 school year to the estimated 15.3:1 in the 2011/12 school year; the student-teacher ratio of public sector primary schools also improved to 14.9:1 in the same year. Broadly speaking, the average class size of primary and secondary schools in Hong Kong is generally not on the high side when compared with other developed economies in Asia. Details are set out at Annex 3.
(g) On the basis of 65% public sector primary schools implementing SCT progressively starting from Primary One in the 2009/10 school year and extending year by year to cover all levels by the 2014/15 school year, the total estimated additional recurrent expenditure to be incurred annually would be about $2.1 billion.
(i), (j) and (k) I have to point out that the situations as well as the teaching and learning environments of secondary and primary schools are different. We cannot simply draw a direct comparison between their class sizes. Like other educationally advanced regions, Hong Kong supports secondary school students, in particular those academically low achievers, through "a whole-school approach and targeted guidance". The measures include provision of additional teachers for secondary schools to arrange subject-based group teaching so as to enhance students' learning effectiveness.
At senior secondary levels, schools in general have adopted flexible timetables for the implementation of group teaching. According to a survey conducted in late 2010, each group normally consisted of about 20 to 30 students.
We do not find it imminent to assess the bridging between secondary and primary schools in this regard nor do we have to consider implementing SCT in secondary schools by phases for the moment.
According to the latest Hong Kong Population Projections released by the Census and Statistics Department, the number of Secondary One students in Hong Kong will drop in the next few years, but a rebound is expected starting from the 2016/17 school year. To tie in with the launching of the New Senior Secondary Academic Structure and to tap the opportunities brought by the Voluntary Optimisation of Class Structure Scheme, the Government will work with the school sector to fully explore a set of flexible measures which cater for students' needs as well with a view to stabilising the development of secondary schools and enhancing teaching and learning in schools in the long run. The precise situation will only come to light with further assessment based on the latest population projections to be released. As mentioned above, if SCT for secondary schools is to be implemented in a hasty manner to meet the demand of the community, we should consider seriously the difficulties of such doing when student population starts to rebound a few years later, hence the need for provision of more Secondary One places.
Ends/Wednesday, February 1, 2012
Issued at HKT 15:18
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