The social and economic development of Hong Kong has been rapid. It has moved from post-war labour-intensive light industry to the present knowledge-based economic system with four main economic pillars - finance, logistics, tourism and producer services sectors. Hong Kong is one of the great metropolises and enjoys a competitive edge in a number of industries including banking and finance, information and communication technology.

In recent years, combining new technology and professional capacity, our creative industries (such as fashion, product and service design, digital entertainment) and the health care services continue to expand and offer new opportunities to the future growth of the Hong Kong economy.

In order to respond to these social, economic and technological developments, the focus of learning of Technology Education Key Learning Area (TEKLA) in schools has shifted from a mastery of technical skills to:

* an understanding of broader technological contexts to keep abreast of changes in the world;

* a balance of academic and practical studies for solving daily problems, for life-long learning and for work; and

* the application of generic skills in new situations to develop creativity and innovation, critical thinking and problem-solving skills.

Redesigned subjects

Building on the strengths of the existing TEKLA curriculum, subjects to be offered in the New Senior Secondary (NSS) TEKLA curriculum to be implemented in 2009 have been redesigned from existing subjects such as Commerce, Principles of Accounts, Computer & Information Technology, Home Economics, Design & Technology, Electronics & Electricity, and others, to make up five subjects:

* "Business, Accounting and Financial Studies" which provides a holistic view of an ever-changing business environment,

* "Information and Communication Technology" which masters retrieval, processing and better use of information to construct new knowledge,

* "Health Management and Social Care", a new subject which responds to health and social care issues,

* "Technology and Living" which explores the contemporary technologies used in food and clothing, and

* "Design and Applied Technology" which equips students with design skills, appreciation sensitivity, and nurtures their creativity.

Like other subjects in the NSS, these five subjects are recognised by international academic institutions, examination bodies, and local tertiary institutions. They have equivalent academic standing with other NSS subjects and are able to interface with relevant degree courses provided by the tertiary institutions.

For example, Design & Applied Technology, Health Management & Social Care, Technology and Living are some of the elective subjects included under "Specific Subject Requirements" of the entrance requirements for programmes offered by the Medicine, Science, & Engineering faculties of the Chinese University of Hong Kong, as well as the School of Design of the Hong Kong Polytechnic University.

Diversified options

To help students realise the goal of Technology Education (TE) - "exploring for life-long learning and specialisation", all the five NSS TE subjects provide a variety of elective modules to cater for the diverse learning needs and interests of students.

To help stimulate students' interests and motivation, authentic contexts and learning experiences are provided in classroom activities, including in tasks for School-based Assessment for the Hong Kong Diploma of Secondary Education. Moreover, students' abilities to solve problems, use communication skills across learning areas and cultures and to be creative, as well as capacity to cope with uncertainty and change are enhanced through the well-designed curriculum balancing academic and practical studies.

Members of the public generally recognise the value of the five NSS TE subjects in cultivating and developing students' potential, enhancing quality of student learning, and preparing them for future studies and career.

Past experience shows, through the study of technology education, the potential of students can be effectively developed. Some of our students have made remarkable achievements in a number of international competitions.

For example, Lam Chi-kit of St. Joseph's College on the Hong Kong Island has proven his superb problem-solving and programming skills by winning a gold medal at the International Olympiad in Informatics in Mexico in summer 2006. Following the footstep of Chan Yik-hei, "Son of the Star", Mr. Lam was admitted by the Hong Kong University of Science & Technology on exceptional grounds. He started his university education in September 2006.

Indispensable experience

As one of the eight Key Learning Areas in Hong Kong's broad and balanced curriculum, technology education at junior secondary levels takes up not less than 8% of the total lesson time and provides students with essential knowledge including Information & Communication Technology, Materials & Structures, Operations & Manufacturing, Strategies & Management, Systems & Control, and Technology & Living.

The foundational knowledge gained in junior secondary not only enables students to explore their aptitudes, but also allows them to develop their interest in understanding and acquiring skills on how technology can help improve our daily life and promote social and economic development.

The study of technology education at junior secondary levels paves the way for students who are interested in studying TE subjects at senior secondary levels. We will continue to provide resources to support schools in developing technology education, including providing flexible technology spaces suitable for Information and Communication Technology, food and clothing and design, teacher professional development programmes, and collaboration with other schools.

We hope that parents will encourage their children to study suitable TE subjects to equip themselves and facilitate their whole-person development to meet the future development needs of Hong Kong society and economy.

This is Education Bureau Chief Curriculum Development Officer (Technology Education) Sin Tak-wah's article, published on the bureau's website on August 19.