HONG KONG 2005

Following the issue of the Teacher Competencies Framework and Teachers' Continuing Professional Development document in November 2003, the Advisory Committee on Teacher Education and Qualifications set up a Steering Committee on teachers' professional development to disseminate good practices and provide support to teachers, principals and the school management in developing their school-based professional development policy. An interim report on the development and progress of professional development since the introduction of the document is being prepared. The advisory committee, has undertaken to further examine pre-service teacher education involving relevant stakeholders, including schools and teacher education institutions. Progress has been made in mapping out the professional requirements for an internship scheme to support the professional development of beginner teachers. A small-scale pilot project is being conducted in the 2005-06 school year to field-test professional requirements.

The Government has organised a wide range of professional development activities for serving and newly appointed principals, vice-principals and senior teachers aspiring to become principals to equip and support them in their work. It has also introduced a professional development framework to address principals' diverse needs after thorough consultation with the education sector.

All serving principals are required to undertake 50 hours of continuing professional development activities every year, adding up to a minimum of 150 hours in a three-year cycle. Newly appointed principals who are in their first two years are provided with designated professional development programmes and a structured support programme. From the 2004-05 school year, people aspiring to become principals will need to attain the Certification of Principalship before they can be considered for appointment. A Principal Support Network was also set up in 2004 to facilitate professional sharing and learning among principals.

The Hong Kong Teachers' Centre was set up in 1989 to promote professionalism and a sense of unity among teachers. Working either independently or in collaboration with other educational bodies or EMB sections, the centre organised or assisted in organising 605 professional or personal development activities for 65 000 participants to promote the curriculum reform, quality teaching and learning in 2005. It also takes various measures to enhance professional exchanges and experience sharing among teachers, including the organisation of an educational conference annually.

The Council on Professional Conduct in Education was set up in 1994 to enhance teachers' professionalism. With 25 elected members from schools and educational organisations and three members nominated by the Permanent Secretary of Education and Manpower, it advises the Permanent Secretary on measures to promote professional conduct in education. It also draws up operational criteria defining the conduct expected of an educator and advises, where necessary, on cases of disputes or alleged professional misconduct involving educators.