Undergraduate Curriculum

The University’s mission is to provide a “Whole Person Development” for students so that they can learn through various methods, for different purposes and to achieve multiple outcomes. Such experience embodies 21st century learning: acquiring valued knowledge, skills and values that will enable students to become not only competent professionals, but also active and engaged citizens confident in autonomous life-long learning. 

The basic philosophy underlying the new undergraduate curriculum is that every graduate must demonstrate depth in professional and specialist knowledge and skills as well as a breadth of cross-curricular general knowledge. 

This combination will contribute to broader development to meet future challenges. It will also represent the core competence of prospective education professionals.

Alongside the development of the Outcomes Based Learning (OBL) approach, the Teaching and Learning Plan 2012 has been formulated under the theme “Engaged Learning and Reflective Inquiry: Towards a Whole Person Development for Students”. Teaching, in short, is about engaging students in their learning and helping them to take responsibility for it. The Universty is committed to OBL for a process that enables teachers to develop meaningful and purposeful learning for students, which simultaneously involving students in constructing and monitoring their own learning.


 

The existing undergraduate programmes will be further enhanced by making use of the opportunities provided by an extra year of undergraduate study from 2012 onwards, with the following important components:
 

Bachelor of Education (Honours)

Key components:

• Major
• Honours Project
• General Education
• Education Studies
• Electives (including Minor)
• Field Experience
• Language Enhancement
• Co-curricular Learning

 

Bachelor of Arts (Honours)
Bachelor of Social Sciences (Honours)

Key components:

• Major (Programme specific + immersion and/or internship)
• Honours Project
• General Education
• Electives (including Minor)
• Language Enhancement
• Co-curricular Learning

 

Major

Major is a field of specialisation which prepares students for future career and postgraduate studies. All students must choose a major.
 

Immersion

Immersion is one important feature of our language programmes. It will take place in a university in China or in an English-speaking foreign country. Participants will broaden their horizons through the opportunity to experience different cultures while having a better perception on their home country. The native language context and atmosphere will enhance the overall language proficiency of students.
 

Internship

To offer students a broad experience, the Student Affairs Office organises local, Mainland and overseas internship programmes through which participants gain exposure to the world of work in general and in non-education sectors in particular. In addition to the enhancement of general knowledge and workplace skills, the internship experience at different locations also cultivates among participants an open attitude towards cultural diversity and a readiness to work with people from different cultural background. All these will be beneficial to students’ whole person development and preparation for a wide range of teaching and non-teaching careers.

The Universty aims at increasing the number of internship partner organisations and cities every year and recently, a new partnership with the China British Business Council in Frankfurt has been established. Students will be offered placements of a wide range of nature including:

• Research and analysis;
• Preparation and implementation of training activities;
• Marketing and promotion;
• Translation and publication;
• Public relations, event planning and management;
• Administrative, liaison and coordinating work;
• Customer service and frontline tasks; or
• Data and information management.

For details please visit the following websites:


Honours Project

Capstone Experience is an important component of the curriculum. Students will work on projects to demonstrate their ability to integrate knowledge and skills acquired throughout their undergraduate studies.
 

Education Studies (for BEd programmes)

Education Studies is a new learning framework, aiming to guide students through the exploration of the psychological, social, theoretical and practical perspectives of education, the basic theories of teaching and learning, and various issues concerning education. The courses contain pedagogical content (generic and subject/discipline-based Education Studies) that help develop professional competencies and facilitate student learning and development. Learning and teaching in areas of professional ethics, commitment and values in teaching, and inclusive education will be strengthened and covered in the Education Studies domain as well.
 

Electives (including Second Major and Minor)

Students can freely take courses outside their majors to suit their career aspirations and interests. Here are the options for students’ choice in the Electives Domain of the new curriculum:

 

Field Experience

Under the new Field Experience curriculum, students will be accorded the valuable opportunity to visit and teach in education organisations at an early stage. Student teachers will benefit from an early induction into the teaching and learning activities and an initial understanding of the teaching roles through the Other Learning Experience or Learning Study courses. Preparatory talks will be organised to brief student teachers about ethical issues, professional codes of practice, classroom management and other issues vital to their deeper and broader understandings of the profession and the operations in schools. During the first block of teaching practice in schools, student teachers will be grouped together to conduct co-teaching. This will be followed by independent teaching in the final block practice where student teachers will be fully engaged in school life.

For details, please visit the website of the School Partnership and Field Experience Office at http://www.eduhk.hk/spfeo.
 

General Education

Divided into three parts, namely Foundation, Breadth and Consolidation, the new General Education at EdUHK emphasises on integrative learning.  The first-year Foundation course will start with a discussion about thinking skills in the context of disciplinary studies, to be taught by eminent and expert senior scholars on and off campus including Chair Professors, leading local entrepreneurs and businessmen.  Leading to the Breadth areas which will consist of three strands, the course extends students’ epistemic perspective by asking them to explore more focused topics across different fields.  Through the Consolidation course, students will be provided with the opportunity to synthesize their disparate learning experiences into a meaningful whole.  It is expected that students may derive a coherent learning experience from taking the various courses in the domain of Generation Education.   

For details, please visit the website of the General Education Office at http://www.eduhk.hk/geo.
 

Language Enhancement

The University is committed to nurturing graduates to acquire trilingual proficiency in Cantonese, English and Putonghua as well as to be academically biliterate. To this end, a new language policy has been developed and implemented from the 2012/13 cohorts to all full-time undergraduate students. Under the new language policy, all full-time undergraduate students are subject to Language Exit Requirements for English and Putonghua requirements.

For details, please visit the website of the Committee on Language Policy at http://www.eduhk.hk/clp.
 

Co-curricular and Service Learning

The Co-curricular and Service Learning courses under the new Whole Person Development framework bear genuine mind-broadening and experience-based learning objectives which extend students’ learning beyond the traditional classroom-based curriculum while satisfying the quality assurance criteria. The framework places co-curricular activities handsomely an equal footing with formal curriculum learning.

Recent research points to the fact that the 21st-century graduates should possess important skill sets and attributes such as leadership skills, communication skills, interpersonal skills, organisational skills, influencing skills, problem-solving skills and creativity. Thus, the whole person development should cover both academic and non-academic learning experiences, including co-curricular activities, an all-rounded campus life experiences and beyond-campus work experiences.