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Hong Kong Education System


The exam-oriented education system has long been criticized for endangering the students' critical thinking and career development. High school students do not have the skills and knowledge required to enter the labor market, and the knowledge they possess is for university studies, not for workplaces.

In the academic year 2003/04, the Hong Kong SAR Government has 12 COC high school courses (SSS). Currently out of 17 classes, 382 students participate in 57 different schools. In the academic year 2004/2005, the courses rose to 32, offering 69 classes and 1427 pupils from 132 schools. As its name suggests, the COC includes courses aimed at meeting the needs of individual professions. There are currently nine areas of study, such as business, art and media, design, services, performing arts, information technology, engineering, food production and management, and leisure, tourism and hospitality . Each course is designed to meet the requirements of the new Hong Kong economic structure.

COC is designed for those interested in interest and tendency in areas other than existing exam subjects. Its aim is to give students the opportunity to become familiar with lifelong learning and career opportunities in some areas. With the help of COC, the Hong Kong SAR government expects the students to better understand their career orientation and competence. This can also help students decide on life goals. Many students understand the importance of difficult study and become more motivated to learn other subjects. By studying career-oriented courses, students will develop their general skills, values ​​and attitudes, gain knowledge and skills, and understand the workplace requirement of a particular career. Students can obtain additional studies, work or both in upper secondary education by studying COC with another certificate and multiple diplomas.

Some COC courses (such as food production, tourism, or performing arts) require not only knowledge but also skills, values ​​and attitudes that are largely ignored or missed in creating a traditional curriculum. Students who experience failure or inadequate performance during their primary or secondary school education may gain new opportunities and choices to gain success and develop some of their talents that have long been buried and unnoticed in previous studies.

In COC studies, students not only recognize more about the professions they choose, but also explore the profession in various exercises or visits. Early career exposure through COC allows students to identify their skills and then, in the light of recognition, decisions are made apparent and learning motivation is increased.

According to Berk (2004), Vocational Training moves in three phases: a fantasy era (early and medieval childhood) in which children play a role through play; young children can learn about career opportunities, fantasizing them. However, his preferences are largely driven by family, charm, and excitement and generally have little to do with the final decisions.

The second stage is the experimental period (early ad middle-aged adolescence). Between 11 and 16 years of age, adolescents think more about career. Initially, vocational training opportunities are assessed on the basis of their interests. Later, as they are increasingly aware of the educational requirements for personal and different occupations, they take into account their abilities and values.

The third stage is the realistic period (late-adolescent and adult adulthood). Late in teens and in the early twenties, adult economic and practical realities are just around the corner and young people narrow down their opportunities. At first, many people continue to research and gather more information about an opportunity that combines their personal characteristics. They then enter the final phase of crystallization, focusing on a general professional category. They are experimenting in this business for a while before settling for a single occupation.

If students are able to accumulate knowledge about the preferred profession, requirements for education and future needs, students will also benefit from it. But the aspirant / less conscious young people are in danger of becoming "drifting dreamers" as they are not able to make strategic decisions about how to invest their efforts wisely. COC programs can do a better job of helping young people from their work and evaluating their compliance with their features, as COC teachers (most of whom are professionals) can incorporate students into such work with up-to-date requirements, encouraging participation or the relevant complementary organizing curricular activities and offering trainees or practices that provide first-hand experience. Students get a clear picture of the professions they want to join in, they can build a very realistic goal and serve a much more realistic purpose; learners can take concrete steps to achieve this goal

COC teachers also play an important role in encouraging and developing students' interest. They can act as mentors who give a role model to the students. COC teachers can provide practical feedback to students in order to develop skills and attitudes simultaneously; students can see that the accumulated skills are very important for the job required and to increase their motivation

School is a place where students spend most of their most important time, it is understandable that some development is strongly related to the school environment. Since I'm a COC senior tutor, I have many new entrants to our 4th grade who have a negative self-concept and low self-esteem, especially their beliefs about their university skills. This not only prevents you from having certain skills or personalities in some areas, like your ability to memorize (the skills of a traditional exam), but also denying success. After a period of study, the majority of students in the 5th grade may have a certain degree of successful feeling during their studies and develop a better self-concept, some even want to study after graduation.

It is not easy to say what causes negative self-concept development in the past, but I can point out the fact that most of the students are "underdeveloped" in their young high school studies. In some personal conversations, they make me aware of how much they feel about their studies, how bad their school experience, and it is about to make a decision to explore how their psychological state is evolving in the new learning environment

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