INTRODUCTION

To enhance understanding of the standards of the HKDSE Examination, authentic samples of candidatesIES Products in the 2015 examination have been selected to form this set of exemplars, which serve toillustrate the typical performance standards at different levels.

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HONG KONG DIPLOMA OF SECONDARY EDUCATION EXAMINATION

LIBERAL STUDIES

INDEPENDENT ENQUIRY STUDY (IES) PROJECT REPORT

Year of examination: 2015

Name of Student:

Class in 2013-2014: 5E

Class no. in 2013-2014: 23

Project title: Inclusive education of students with special

educational needs (SEN)

To find out the pros and cons of the HKSAR

government s policies on inclusive education of SEN

students and whether the government should continue

to carry out inclusive education in Hong Kong.

afokLevel 5 Exemplar

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Acknowledgement

I would like to thank the following people for their generous help and guidance. Without

them the completion of this project would be impossible.

My Teachers I would like to thank them for their patience,

guidance and the large amount of time spent

to guide me on this project.

My Interviewees I am grateful for the valuable information they

gave during the interviews. The scope is much

more complete with their help.

1

Table of Contents

1. Introduction p.3-4

2. Research Objectives p.5

3. Research Methodology

3.1 Interviews p.6

3.2 Limitations p.6

4. Literary Review p.7

5. Findings and Analysis

5.1 What did the government do to support inclusive p.8-12

education of students with SEN

5.2 Different stakeholders opinions on governments policies p.13-18

5.3 Discussion p.18-19

6. Conclusion p.20-22

7. Reflection p.23-24

8. Bibliography p.25-27

2

1. Introduction It has come to my awareness that recently there were meetings held by the

LEGCO Subcommittee on Integrated Education evaluating the current policies on

integrated education in Hong Kong. A study has also done by the Equal Opportunities

Commission, inquiring on equal learning opportunities for students with disabilities

under the integrated education system. These caused my interest on this issue

therefore I chose it to enquire.

Special educational needs are some children have needs or disabilities that

affect their ability to learn. For example: behavioural/social (e.g. difficulty making

friends); reading and writing (e.g. dyslexia); understanding things; concentrating (e.g.

Attention Deficit Hyperactivity Disorder); physical needs or impairments.1 The

publication of OFSTED (Office for Standards in Education, UK, 2000) which provides

guidance to inspectors and schools offers a definition of an inclusive school as follows:

!n educationally inclusive school is one in which the teaching and learning achievements,

attitudes and well-being of every young person matters. Effective schools are

educationally inclusive schools. This shows, not only in their performance, but also in

their ethos and their willingness to offer new opportunities to pupils who may have

1 GOV.UK Children with special educational needs (SEN) https://www.gov.uk/children-with-special-educational-needs/overview

3

https://www.gov.uk/children-with-special-educational-needs/overview

experienced previous difficulties/.2 In Hong, Kong, under the prevailing education

policy since 1970s, subject to the assessment and recommendation of the specialists and

with parents consent, students with more severe or multiple disabilities are placed to

special schools for intensive support services. Other students with SEN may attend

ordinary schools, which is inclusive/integrated education3 4.

In this report, I am going to find out the pros and cons of the HKS!R governments

policies on inclusive education of SEN students and whether the government should

continue to carry out inclusive education in Hong Kong.

2 OFSTED Evaluating Educational Inclusion: Guidance for Inspectors and Schools, reference no.235,

p.4 3 Education Bureau Special Education http://www.edb.gov.hk/en/edu-system/special/overview/factsheet/special-edu/index.html 4 Integrated education is generally linked to a process of placing students with special educational needs in ordinary schools which constitute the majority of so called mainstream/mainstreaming schools, whereas inclusive education is defined by UNESCO in 2009 as a process of strengthening the capacity of the education system to reach out to all learners. The Education Bureau of HKSAR adopts the term integrated education in its official documents but the research team adopts the idealation of inclusive education that is commonly embraced by educators. It will be referred as inclusive education in this report.

4

http://www.edb.gov.hk/en/edu-system/special/overview/factsheet/special-edu/index.html

2. Research Objectives

The objectives of this project are to find out:

- what did the government do to support inclusive education of students with

SEN

- what are the pros and cons on the governments policies?

- are the government policies on helping these students with SEN sufficient?

What do different stakeholders think about the policies?

- whether the government should continue to carry out inclusive education?

5

3. Research Methodology 3.1 Interviews

Interviews are going to be held in order to know different peoples opinions on

the pros and cons of the HKS!R governments policies on inclusive education of SEN

students and the main focus of the interviews are to find out whether they think the

government should continue to carry out inclusive education in Hong Kong. The data

collection process includes four interviewees. Interviewee 1 is a social worker from

YWC!, currently working at . There are a few

students with SEN in her school which she is in charge of; she shared her experiences

of dealing with them and her opinions on the current inclusive education system.

Interviewee 2 is a secondary school teacher in-charge of students with SEN, working

for . Interviewee 3 is a parent of 2 students with

SEN. He came across a few obstacles when helping his sons to find a suitable school.

3.2 Limitations

Firstly, the interviewees may not have full knowledge on the government

policies, what they know may be limited, so they may only be able to give opinions

on part of the government policies. Secondly, interviewees opinions and experiences

may not be able to reflect the majority of the stakeholder group he/she is

representing.

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4. Literary Review

The report Study on Equal Learning Opportunities for Students with Disabilities

under the Integrated Education System commissioned by the Equal Opportunities

Commission, the study aims at eliciting the stakeholders understanding of Integrated

Education (IE) policy and attitudes towards integrators, discerning the stakeholders

perception of difficulties encountered with respect to students with different

categories/ degrees of disabilities, and collecting opinions from the stakeholders

towards allocation of resources, provision of professional training and support from

the community.

The report The needs of integration & inclusive education in the Hong Kong

context conducted by Mr. Kwong Hung Piu the purpose of this research study is to

explore the weaknesses, to point out needs, or otherwise pave the way for change

and reform of the integration currently implementing in Hong Kong. It would also

focus on various views expressed by the students, the parents, and schools regarding

the factual needs of the integration in the presence of the diversified special

education.

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5. Findings and Analysis

5.1 What did the government do to support inclusive education of students with SEN5

Supporting services provided by the government Aim

Helping

students

with SEN

academically

-educational assessment for students with learning, speech and language assessment for

children suspected with speech and language impairments, and audiological assessment

for children suspected with hearing problems. It conducts an early identification and

intervention programme at primary one of all public sector and Direct Subsidy Scheme

schools.

- educational audiological services for children with hearing impairment, school-based

speech therapy services for students with speech and language impairments.

-for teachers to identify children

with learning difficulties or

speech and language problems,

and to render to them early

remedial support.

-to advise students with hearing

impariment on the effective use

5 HKSAR Education Bureau Special Education http://www.edb.gov.hk/en/edu-system/special/overview/factsheet/special-edu/index.html

http://www.edb.gov.hk/en/edu-system/special/overview/factsheet/special-edu/index.html

- hearing aids and earmould service for pre-school and school children with hearing

impairment

- individual intervention plan, these students will learn to establish proper learning

routines

- An Enhanced Speech Therapy Grant (ESTG) is provided to ordinary public-sector primary

schools to further enhance the service provision and support for students with speech and

language impairments.

of assistive listening systems in a

learning environment

- to facilitate their continued

study in ordinary schools

-students with language difficulty

will not develop into a persistent

disability that hinders learning

Helping

student with

SEN socially

-psychological and social assessment for students with emotional or behavourial

difficulties

- educational psychology service for students with learning, emotional or behavioural

difficulties

-for teachers to identify children

with learning and social

difficulties

-to facilitate their continued study

9

- individual intervention plan, these students will learn to acquire suitable socio-adaptive

skills and develop positive behaviour

-School-based Educational Psychology Service (SBEPS) is provided through regular school

visits and aims at supporting school development to cater for students diverse educational

needs at the school system, teacher and student levels.

in ordinary schools

Other

services for

schools,

teachers and

parents

- school placement and advice and professional support are provided to parents and

teachers.

-develops guidelines and resources packs for teachers to support education of students

with SEN, Leaflets for parents and the general public are also published.

- provides structured training courses pitched at three levels, i.e. basic, advanced and

thematic (BAT Courses), for teachers of ordinary and special schools to enhance their

-to advice the teachers and

parents on how to manage

children with disabilities.

- to promote the understanding

of SEN

- helping ordinary schools acquire

10

professional capacity in catering for students with SEN confidence and strategies in

-offers a training course on education for students with severe or multiple disabilities for handling students SEN

special school teachers to meet their training needs -actively promotes professional

-organizes seminars, workshops, experience sharing sessions, etc. on supporting students development and collaboration

with SEN for principals, teachers and teaching assistants in special and ordinary schools among special schools to assist

-operates the School Partnership Scheme which aims to empower ordinary schools in the schools in enhancing the

supporting students with SEN and to set up support network. Under the Scheme, for the effectiveness of learning and

2013/14 school year, 10 special schools and 14 ordinary schools are selected to serve as teaching.

Special Schools cum Resource Centres and Resource Schools on Whole School Approach

respectively. They support ordinary schools through seminars and workshops, on-site

support, case conferences, web-based consultation, district-based sharing sessions and

11

loan of resources

-offers short-term attachment programmes mainly for ordinary school students with

intellectual disability and severe adjustment difficulties on a need basis. For students with

average intelligence but exhibit more severe emotional, behavioural and adjustment

difficulties, schools can refer them to attend the Adjustment Programmes organized by the

Education Bureau either on a part-time or full-time basis.

-A Learning Support Grant (LSG) is provided for ordinary primary and secondary schools in

the public sector to support students with SEN. A grant of $10,000 or $20,000 per student

per annum is provided in accordance with the tiers of support the students require. The

ceiling of LSG of each school per annum is $1.5 million. Schools are required to adopt the

Whole School Approach to support students with SEN.

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5.2 Different stakeholders opinions on governments policies

5.2.1 Social Worker

Social workers role is to provide professional supporting services at schools

during the carrying out of inclusive education. Interviewee 1 secondary school social

worker Ms. Joyce Pang pointed out that as special education, is quite a new concept

in Hong Kong, it is not yet mature to carry out inclusive education in current schools

in Hong Kong, especially in secondary schools, since people mainly focus on students

with SEN in kindergartens or primary schools but seldom on secondary schools. For

them, secondary schools, they need to wait a long time for getting the arrangement

of the supporting services from the government, such as speech therapists or

educational psychologists.

I think that the largest benefit of carrying out inclusive education is to help cut

the expenses of government. I do not think that inclusive education can really help

the students with SEN much. For those with less serious SEN, it is still acceptable for

them to study with normal students, but for those more serious cases, it is certainly

inappropriate. Pang said. Although the rationale behind the policies is to help the

SEN students to adapt to normal peoples lives and make them accepted by others so

that they can blend in in their future lives, she thinks that the education system in

Hong Kong now is not in favour of SEN students. For example, they have the same

public exams as normal students, which they may find difficulties that normal

students wont. The biggest adjustment for the SEN students is to extend the

examination time for them or provide another room for the students or magnify the

exam paper for them, and she thinks that these are not sufficient enough and are not

fair and in favour of most SEN students. We should also reflect that, is exam really

the most important thing in our study? If normal students are very stressful with

their academic results already, then they may have the heart and time to care about

those who need help (students with SEN). Although there are successful examples of

inclusive education in Hong Kong, in a general picture, she thinks that the

government should not continue carry out inclusive education at this moment as the

development of inclusive education is not yet mature in Hong Kong.

5.2.2 Teachers and Principals

Teachers role is to provide guidance for both students with SEN and ordinary

students when carrying out inclusive education. Interviewee 2 secondary school

teacher Ms Windy Wong also thinks that inclusive education is only suitable for those

students with not too serious SEN, since the governments resources and supporting

services provided for the schools and students are insufficient.

Not every teacher is experienced enough and has enough training to deal with

these students. Also, the facilities provided for assisting the SEN students are

14

insufficient too. So it is more difficult for the school to provide all-rounded

supporting services for those with more serious SEN, such as those with emotional

problems. For example, in some developed foreign countries, there is a speech

therapist, an educational psychologist, a trained social worker and et cetera at each

school. Not every teacher in Hong Kong, no matter those who have been trained or

not, can master the techniques to deal with those SEN students, thus, in many cases,

when the SEN students encounter their problems, teachers have to interrupt their

lessons in order to deal with the SEN students, also, those non-SEN students may feel

worried or disturbed by the situations and this greatly affects other non-SEN

students. Parents of non-SEN students may also be concerned. Interviewee 1 Ms.

Pang also pointed out that the workload of teachers in schools are already very large

and stressful, teachers may find it very hard to teach in class if their class have one or

more SEN students. It is believed that more solid guidelines and sufficient supporting

services should be provided to all teachers and other non-SEN students too in order

to carry out inclusive education successfully. Therefore, inclusive education is not

appropriate to be implied on all schools in Hong Kong under the current system.

From the survey did by Equal Opportunities Commission, The numbers of trained

principals and teachers in schools of inclusive education are not satisfactory. The

percentage of teachers without special education training3 is high. Some schools do not

15

meet the policy requirement of having 10% of teachers with special education training.

Nearly 40% of the interviewed teaching staff (particularly teachers) lacks knowledge

about inclusive education. Around 10-20% of the principals, teachers and professionals

do not agree that SEN students can participate in all kinds of activities and that they

should be provided with accommodation measures. Furthermore, taking heed of

inadequate training and resources provided for school personnel, 30-50% of the

respondents disagree with accepting and supporting students with severe disabilities

5.2.3 Parent of students with SEN

Parents of students with SEN take a very important role in choosing the right

schools and supporting services for their children. Most of the parents concern is

their children cannot get in the schools that they want to get in since they usually

have poorer academic performances, compare to other ordinary students.

Interviewee 3 Mr. Circle Leung also pointed out that it is quite impossible for the

students with more serious SEN to study with normal students. Current schools do

not have sufficient resources to provide enough and suitable services for each

student with SEN. There are always situations in school that his sons with SEN are

being isolated or even punished by their teachers due to their poor academic

performances or behavioral problems. He also finds it difficult to find professional

trainings for his sons since it requires a very long period of time to wait for those

16

government-provided services, and sometimes he may be forced to choose those

very expensive private sessions, which is quite a burden for his family.

Although efforts are made by schools in the arrangements of learning and

teaching, more than 20% of the parents of SEN students show dissatisfaction.6 In

this respect, the teaching practices in schools have not come up to the expectations

and demands of parents of SEN students. Furthermore, many parents of SEN

students (46%) indicate that the academic performance of their children does not

meet their expectation. Up to one-third to a half of the parents think that their SEN

children are not concentrated in the classroom for grasping a range of learning skills

and what teachers are teaching, and it is hard for them to learn actively and

independently. This reflects that parents of SEN students who commonly embrace

higher expectation tend to have more negative comments on their childrens

academic performance.

5.2.4 Students with SEN

Nearly half of the SEN students (48%) reveal that their examination results are not

satisfactory when compared to 26% of regular students. Approximately 30% of SEN

students cannot grasp a range of learning skills (e.g. note-taking, problem-solving)

and learn independently whereas 17% of regular students do so. About 20% of SEN

6 Study on Equal Learning Opportunities for Students with Disabilities under the Integrated Education System Report commissioned by Equal Opportunities Commission page iii

17

students indicate that they cannot understand what teachers are teaching in the

classroom, while 11% of regular students do so.

5.3 Discussion

The Education Bureau provides assessment services for schools in order for

teachers to identify students with SEN and to render to them early remedial support.

However, the identification of SEN students is criticized to be too sloppy and simple.

The assessment reports do not cover enough details. Although the complaints might

be due to parents concerns and high expectations, it should be understood that

these assessment outcomes could have life-long impacts on SEN students such as

school selection and placement. It would also affect allocation of public resources by

the government.

Moreover, the professional supports from the government is severely

insufficient from the interviews did by me and other organizations. There are only

around 30 educational psychologists in Hong Kong right now, which means one

educational psychologist have to be responsible for 120 schools on average. It is

almost an impossible mission for the so limited amount of professionals to trake care

such a large number of SEN students. This indicated that Hong Kong really lack

related professionals, and the government should review its policies on developing

related supporting services since it is really important in order to make the inclusive

18

education carries out successfully in Hong Kong.

Furthermore, the safeness of students with SEN in normal schools is also one of

the main concerns of the school principals and teachers. However, the financial aids

provided by the government are not sufficient enough for the school to buy all those

facilities needed. As the professional support provided by the government is really

limited, students of SEN tends to require to seek help from private sectors which is of

very high cost, and the limited government subsidies may greatly reduce the

willingness of parents to seek help from private professionals. This may greatly affect

the students with SEN growth and development especially under the policy of

inclusive education, which they are required to learn to blend into ordinary lives.

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6. Conclusion From this project, we can see that the HKSAR government started to develop

and put more resources on promoting inclusive education of students with special

educational needs since the last decade. There is a series of measures and

supporting services carried out by the Education Bureau for ordinary schools to

include students with SEN. However, when it comes to the actual case, many

examples show that the measures are not really too helpful for both the ordinary

schools and the students with SEN, there is only a very small number of exceptional

cases, which students with SEN actually benefitted from the policy. Most of the

stakeholders pointed out that the governments resources provided are insufficient,

as different stakeholders find various difficulties when adapting to the measures. It is

suggested that at this moment, it may not be appropriate for the government to

continue to carry out inclusive education, especially with those students with more

serious SEN. However, the government should also be aware not to intensify the

tagging effect of identifying students with SEN in order to protect them from being

further discriminated against.

The followings are some suggestions that I would like to make if the HKSAR

government continue would like to continue to carry out inclusive education in the

future:

20

1. There is a large discrepancy in the perception toward the sufficiency and

appropriateness of support given by schools to SEN students. Teachers

generally believe that their schools perform well in providing various

measures and strategies to help SEN students. However, survey findings7

reveal that 20% or more of the parents of SEN students are dissatisfied with

teaching, adaptation of curriculum and assessment, teachers professional

knowledge, and support provided by teaching assistants. Parents of regular

students also express disagreement with the extra support given to SEN

students, considering it as unfairness. They worry that SEN students disturb

classroom orders and slow down teaching progress. It demonstrates that the

communication between schools and parents is insufficient so that it affects

the effectiveness of inclusive education as well as assistance provided for

SEN students.

2. In most occasions, students with emotional and behavioral problems (e.g.

student with ADHD) may bully against regular students or regular students bully

against SEN students verbally. It is rare to see physical bullying. However, even

for the subtle hitting and scolding which have been neglected by teachers and

parents, it may cause psychological stress to regular students or SEN students,

7 Study on Equal Learning Opportunities for Students with Disabilities under the Integrated

Education System Report commissioned by Equal Opportunities Commission page 96

21

causing them to feel unhappy and helpless. The Education Bureau may hold

some small workshops in those schools which are carrying out inclusive

education. The workshops should not only target on teaching staff but also

include all students (SEN or non-SEN), so that they can learn to accept and

respect one another, and learn how to communicate and get along well with

SEN students.

3. From those interviews I have done, one of the major concerns is not about

financial support, but is the professional support. There are only around 30

educational psychologist in Hong Kong right now, which means one educational

psychologist have to be responsible for 120 schools on average. This indicated

that Hong Kong really lack related professionals, and the government should

put more resources and incentives to encourage the development of this kind

of professional services.

22

7. Reflection Firstly, my time management skills have improved. I learn that I should contact

the interviewees as soon as possible and give them an accurate date for the

interviews since they might have a tight schedule. Moreover, I learnt how to plan my

project work schedule in details; I learnt to set deadlines for myself.

Secondly, I came over a great difficulty during the process of collecting

information ---- the information founded was too one-sided. Although I have

interviewed those stakeholders who are being affected by the policy directly (e.g.

teachers, parents with SEN), there is not enough time for me to interview a related

government official., which is a limitation during my data collection process. I learnt

to dig out information from more different sources, such as enquiry projects did by

different professors from different universities, news from different newspaper

companies, etc.

Thirdly, I learnt that it is not easy to carry out inclusive education, since many

resources and cooperation of different interest parties are needed in order to carry

out successfully. I learnt that I should look at each issue from a wider, more varied

perspective. Also, I learnt not to trust one information source only, but I should try to

find more data to support.

I never thought that carrying out policies of inclusive education is that

23

complicated. I always thought that inclusive education is just SEN students studying

with normal kids but actually, it is not easy to carry out inclusive education, since

many resources and cooperation of different interest parties are needed in order to

carry out successfully. The government and the schools had put in a lot of effort for

inclusive education. By talking to the social worker last summer and through that

service project, I learnt how to care about people who need help, specifically

students with SEN. I have a few friends who are students with SEN too, now I know

more about them, I will try to really stand in their shoes and see what I can help

them.

On the other hand, I always thought that IES is something similar to the projects

I have done previously in lower forms. However, after this stage, I learnt that an IES

takes way more hard work and critical thinking is very important. This project is no

longer cut and pastes the information I searched on the Internet only, I have to

conduct interviews and analyses the situation myself and draw a conclusion myself. I

learnt to take the initiative to ask questions and self-inquiry.

24

8. Bibliography

(a) Newspaper articles

(2014 1 22) : F2

(2013 10 1): F2

(2013 9 27): F7

(2013 9 24): A21

(2013 6 9):

Legislation needed to ensure educational rights for all (27 August, 2013): SCMP

UN monitors Hong Kong to see how needy kids live (21 August, 2013): SCMP

Ying Wa Girls' blind top scorer to study in Chinese University (31 July, 2013):

SCMP

(b) Publications

Equal Opportunities Commission. (2012). Study on Equal Learning Opportunities

for Students with Disabilities under the Integrated Education System. Hong Kong:

Equal Opportunities Commission

Hong-piu KWONG. (1999). The needs of integration & inclusive education in the

Hong Kong context. Hong Kong: The University of Hong Kong

Connie Suk-han HO, Lap-yan LO, David Wai-ock CHAN, Kevin Kien-hoa CHUNG,

25

Suk-man TSANG & Suk-han LEE. (2009). The Hong Kong Behaviour Checklist of

Specific Learning Difficulties in Reading and Writing for Junior Secondary School

Students. Hong Kong: Hong Kong Specific Learning Difficulties Research Team.

(c) Websites:

RTHK () 2013-05-12

https://www.youtube.com/watch?v=dkXSsslyNGw

ATV---2013-5-11

https://www.youtube.com/watch?v=l6TzVCc1DNE

[]

https://www.youtube.com/watch?v=kAxeX18SPH0

[]

https://www.youtube.com/watch?v=KSl6yKcWuU4

2013-02-19

https://www.youtube.com/watch?v=nGKFT7DZEQk

2013.06.18

https://www.youtube.com/watch?v=hD6MirP3kz4

2013-04-30

https://www.youtube.com/watch?v=IN2REQm3R24

26

https://www.youtube.com/watch?v=IN2REQm3R24https://www.youtube.com/watch?v=hD6MirP3kz4https://www.youtube.com/watch?v=nGKFT7DZEQkhttps://www.youtube.com/watch?v=KSl6yKcWuU4https://www.youtube.com/watch?v=kAxeX18SPH0https://www.youtube.com/watch?v=l6TzVCc1DNEhttps://www.youtube.com/watch?v=dkXSsslyNGw

RTHK IV 2013-07-31

https://www.youtube.com/watch?v=z_kcka2bTBc

RTHK---2013-12-15

https://www.youtube.com/watch?v=LO4MZiveR2Y

Education Bureau websites:

http://www.edb.gov.hk/mobile/en/curriculum-development/major-level-of-edu

/special-educational-needs/index.html

http://www.edb.gov.hk/en/edu-system/special/resources/serc/link/ie.html

http://www.edb.gov.hk/en/edu-system/special/support/wsa/index.html

Word count: 3933

27

http://www.edb.gov.hk/en/edu-system/special/support/wsa/index.htmlhttp://www.edb.gov.hk/en/edu-system/special/resources/serc/link/ie.htmlhttp://www.edb.gov.hk/mobile/en/curriculum-development/major-level-of-eduhttps://www.youtube.com/watch?v=LO4MZiveR2Yhttps://www.youtube.com/watch?v=z_kcka2bTBc

LIBERAL STUDIES

INDEPENDENT ENQUIRY STUDY REPORT

TITLE:

SHOULD SUBSIDY ON ROOFTOP GREENING BE

EXTENDED TO RESIDENTIAL UNIT IN HONG KONG?

1

afokLevel 4 Exemplar

afok

TABLE OF CONTENTS

1. Introduction p.3

2. Research Objectives p.4

3. Methodology p.5-6

4. Literature review p.7

5. Findings and Analysis

5.1 Green roof development in Hong Kong p.8

5.2 Public opinions on green roof in Hong Kong and

their opinions about the extension of subsidy on

rooftop greening to residential unit in Hong Kong p.9-10

5.3 The reasons behind the general public that they agree or

disagree with the extension of subsidy on rooftop greening

to residential unit in Hong Kong p.11-16

5.4 The practicality of extending subsidy on rooftop greening to

residential units in Hong Kong p.17-20

6. Conclusion p.21-22

7. Reflection p.23

8. Bibliography p.24

2

1. INTRODUCTION

Recently, peoples environmental awareness has risen significantly. . They

concern more about the green coverage of their community. Still more, the

government had done a lot of greening with the purpose of improving the

environment. However, in Hong Kong, the building density is high in which tall

buildings and ever skyscrapers are commonplace. There is little land for

greening, thereby different government departments work together so as to

enhance greening and landscaping through some new trend of greening - roof

greening and vertical greening.

For example, the Architectural Services Department had completed

many projects with green roofs on new buildings and existing buildings for

different government bureau or departments and related organizations. Still

more, since 2008, the Environmental and Conservation Fund extended its

funding scope to minor works projects for local non-profit making

organizations. One of the minor works projects include rooftop greening.

Rooftop greening brings benefits in different aspects. For instance, in

environmental aspect, it can ameliorate heat island effect and improve air

quality by reduction of carbon dioxide and release oxygen. In economic aspect,

it generates more usable and amenity space and reduces cooling resources

through better insulation.

Knowing that rooftop greening brings numerous advantages, in order to

foresee a greener area in residential unit in Hong Kong, thereby it draws my

interest to investigate on the approach of extending subsidy on rooftop

greening to residential unit in Hong Kong.

3

2. RESEARCH OBJECTIVES

The objectives of this project are:

- To find out the present situation of rooftop greening

- To find out the public opinions on extending subsidy on rooftop greening to residential unit in Hong Kong

- To find out the reasons behind that the public agree or disagree with the extension subsidy on rooftop greening to residential unit in Hong Kong

- To find out the practicality of extending subsidy on rooftop greening to residential unit in Hong Kong

4

3. METHODOLOGY

3.1. Questionnaire

3.1.1 Method details

I have used Google document, in which it allows me to make a neat and

tidy questionnaire form. The target group of the questionnaire is the general

public, so that an online platform is used to upload my questionnaire since it is

convenient.

When setting questions for the questionnaire, I consider my objectives

and focus questions. After about 1 month, I receive more than 100 responses.

I collected all the data, then, used Microsoft Excel to organize the result and

made different pie charts and bar charts to show my results in an organized

way.

3.1.2 Reasons of choosing the method

The reason why I choose using questionnaire is that it can help me to

collect peoples opinion about my IES topics in a short period of time. I can get

large amount of opinions from it. I think it is quite convenient and effective.

The results collected can help me to answer the focus questions.

3.1.3 Limitations

I had only received 115 responses. The sample size may be too small to

represent all Hong Kong peoples view. In addition, the respondents may not

be serious in doing the questionnaire, thereby the data collected may not be

so accurate.

5

3.2. Research study reports and presentations

3.2.1 Method details

Using reports or presentation by experts, reliable second-hand

information and figures can be used as support. Reports such as

Sustainability Report 2013 and Study on Green Roof !pplication in Hong

Kong by Hong Kong !rchitectural Services Department and Energy

Performance of Green Roofs: the role of the roof affecting building energy and

the urban atmospheric environment presentation by David J. Sailor, PhD.

However, when choosing these materials, I need to pay attention to the

reliability of the organization.

3.2.2 Reasons of choosing the method

Different reports or presentation by experts can find out supportive

scientific information for my IES report. This is because they are more reliable

when comparing to the information in some web pages. Some of the studies

even include many case studies about green roof. These case studies give

more support to the reports. Also, I can help me to understand more about

the application of the rooftop greening.

3.2.3 Limitations

Some studies are conducted by overseas universities or organizations, so

they may not be applicable or suitable for the situation in Hong Kong.

6

4. LITERATURE REVIEW

When comparing Hong Kong to Singapore, many Hong Kong people think

that Hong Kong does not have enough green coverage. However, there are

many challenges to urban greening, including narrow footpath and modern

high-rise buildings. So, rooftop greening is a new trend. In 2012, Architectural

Services Department completed 13 projects with green roofs on new buildings

and 12 projects with retrofitted green roofs on existing buildings for different

government bureau or departments and related organizations. The types of

buildings/facilities with green roof including fire station, government quarter,

hospital, school, sport centre and community hall. These recourses help me to

understand more about the situation of building green roofs in Hong Kong.

Generally, people agree that rooftop brings numerous advantages to the

environment. !ccording to a government official website, Greening-People,

Tree, Harmony, skyrise greening (include rooftop greening) brings benefits. In

environmental aspect, it can improve air quality by reduction of carbon

dioxide and release oxygen through the process of photosynthesis; in

economic aspect, it generates more usable and amenity space and reduces

cooling resources through better insulation. All this information helps me to

understand some reasons why people support of setting up rooftop greening

in residential unit in Hong Kong.

A study on Green Roof Application in Hong Kong by Architectural Services

Department, buildings in Central business Distinct provide minimal

rooftop-greening opportunities; large residential complexes are more suitable

for roof greening. Also, this study has comprehensively covered the costs and

technical aspects of green roofs, showing that green roofs are economically

and practically feasible in Hong Kong. As a result, the above information will

be taken as a reference to find out that whether it is worth to extend the

subsidy of rooftop greening to residential unit.

7

5. FINDINGS AND ANALYSIS

5.1 Green roof development in Hong Kong

Starting from 2001, the Architecture Services Department (ArchSD) has

incorporated rooftop or podium landscape designs in new government

building projects wherever practicable1. Over 90 projects with such green

features have been completed. These include schools, office buildings,

hospitals, community facilities and government quarters. In addition, the

Architecture Services Department has completed over 50 retrofitting green

roof projects for existing government buildings.

Moreover, Environment and Conservation Fund under the Environment

Bureau also open to applications from local non-profit making organizations

(e.g. universities, community bodies, schools) for funding support to greening

projects since 2008, including rooftop greening.

1 Architectural Services Department (2013). Sustainability Report 2013. 8

5.2 Public opinions on green roof in Hong Kong and their opinions about the

extension of subsidy on rooftop greening to residential unit in Hong Kong

(Figure 1)

Have you even seen green roofs before?

50% 50%

Yes

No

57

58

Where do you see green roofs before?

Community facilities

Schools

Hospitals

Commercial buildings

Residential buildings

Government buildings

16

22

16

7

30

19

0 5 10 15 20 25 30 35

(Figure 2)

According to figure 1, half of the respondents have not seen green roofs

before (50% of the respondents). For the other half of the respondents who

have seen green roof before, most respondents (30 out of 58) of them have

seen green roof in government buildings. Only 16 out of 58 of them have seen

green roof in residential buildings. Among the other options, government

buildings, schools(22 out of 58 respondents) and commercial buildings(19 out

of 58 respondents), green roof in residential units seem comparably less

common (see figure 2).

9

It generally shows that rooftop greening is not very common in Hong

Kong as only half of the respondents have seen green roof before. Also, green

roof in residential units in less common comparably.

83%

20 17%

Yes

Do you think should the government extend subsidy on rooftop greening to residential unit in Hong Kong?

No 95

(Figure 3)

When all the respondents were asked that should the government

extend subsidy on rooftop greening to residential unit in Hong Kong, 83% of

the respondents answered yes while 17% of them answered no. It may simply

because green roof in residential unit is less common (see figure 3).

10

76

30

2

5.3 The reasons behind the general public that they agree or disagree with the

extension of subsidy on rooftop greening to residential unit in Hong Kong

5.3.1 The reasons behind the general public that they agree with the

extension of subsidy on rooftop greening to residential unit in Hong Kong

Why the government should extend subsidy on rooftop

greening to residential unit in Hong Kong?

8390

80

70

60

50

40

30

20

10

0

Promote greening Provide a better Economically benefits Psychological benefits enviornment(e.g. residential units(e.g.

improve air quality, prolong roof life, increase improve visual quality) building insulaion)

(Figure4)

When people were asked should the government extend subsidy on

rooftop greening to residential units in Hong Kong, most agree with it (83% of

the respondents, see figure 3). According to figure 4, within the 95

respondents who agree, 83 of them think that the extension of subsidy can

encourage more residential units to set up green roof, so it can provide a

better environment, for example, improving air quality and visual quality. Also

many of them (76 out of 95 respondents) agree with the reason that they

think the extension of subsidy can promote greening.

11

5.3.1.1 Provide a better environment (e.g. improve air quality, improve visual

quality)

!ccording to the website of Green Roof !sia, a Hong Kong-based green

roof specialist, green roof can bring numerous advantages. To the environment,

it can bring benefits such as filtering toxins from air and water, absorbing

carbon dioxide emissions and reducing urban temperatures and associated

smog.

!ccording to the Study on Green Roof !pplication in Hong Kong in

20072 by Hong Kong Architectural Services Department , the lack of

vegetation cover and increased surface run-off worsen the problem of Urban

Heat Island Effect. Vegetation on green roof then can have a cooling effect by

dissipating some of the city heat through the process of evapotranspiration.

Peoples opinions are complimentary to the above information. It is also

understandable that providing a better environment is the main reason people

support the extension of subsidy.

2 Urbis Limited (2007). Study on Green Roof Application in Hong Kong, Final Report, Architectural Services Department, Hong Kong.

12

5.3.1.2 Promote greening

In addition, according to booklet3 about the Greening Master Plan

project published by the Civil Engineering and Development Department,

many people have an impression that Hong Kong lacks greenery because most

greenery is in the countryside. Perhaps, it can be discovered that there are

much visible challenges to urban greening, including narrow footpath, the

gigantic overhanging signboards, modern high-rise buildings, to name but a

few.

People think that rooftop greening not only can promote greening, but

also help maximize the greenery of the built-up areas. Promoting greening is

important, as greening is not the sole responsibility of the Government. Every

Hong Kong citizen has a role to play: participating in the proposed greening

works in public areas and most importantly caring of plants.

5.3.1.3 Economically benefits residential units

According to the Green Roof for Healthy Cities - North America Inc, which

is a not-for-profit industry association in North America, in economic aspect,

green roof can reduce the amount of energy needed to moderate the

temperature of a building. Furthermore, green roofs insulate the materials

from ultraviolet light and reduce the thermal extremes, thus prolonging roof

life.

5.3.1.4 Psychological benefits

!ccording to the Study on Green Roof !pplication in Hong Kong in 20074

by Hong Kong Architectural Services Department, visual contact with

vegetation has proven direct health benefits. Psychological studies have

demonstrated that the restorative effect of natural scenery holds the viewers

attention, diverts their awareness away from themselves and worrisome

thoughts and elicits a meditation-like state

3 Civil Engineering and Development Department, Hong Kong (2012.7). Greening Master Plan (3rd edition).

4 Urbis Limited (2007). Study on Green Roof Application in Hong Kong, Final Report, Architectural Services Department, Hong Kong.

13

5.3.2 The reasons behind the general public that they disagree with the

extension of subsidy on rooftop greening to residential unit in Hong Kong

(Figure 5)

Do you think should the government extend subsidy on

83% 95

20 17%

rooftop greening to residential unit in Hong Kong?

Yes

No

Why the government should not extend subsidy on rooftop greening to rsidentia units in Hong Kong?

8

7

6

5

4

3

2

1

0

Add financial burden to Add workload to The extended funnding, Add financial burden to

7 7 6

1

the Government government which support schools the resiential units deepartments and NGO, is aim at

demonstrating the technology to the public

and attract private

(Figure 6)

Refer to figure 5, 17% of the respondents disagree with the extension of

subsidy. According to figure 6, most of them disagree with the reasons that

the approach may add financial burden to the government and the residential

units (Among the 20 respondents who disagree, both option have 7 people

chosen).

14

(Figure 7)

(Figure 8)

5.3.2.1 Estimated Green roof cost

!ccording to the Study on Green Roof Application in Hong Kong in

20075 by Hong Kong Architectural Services Department, capital costs are

largely dependent on labour, materials and access difficulties. However, it is

estimated that compared with entire building costs in Hong Kong, green roofs

costs (both intensive and retrofitted extensive) are very small.

This is illustrated in Figure 7 below. We can see that the proportion of green

roof cost is comparably small.

(Figure 7)

(Figure 8)

5 Urbis Limited (2007). Study on Green Roof Application in Hong Kong, Final Report, Architectural Services Department, Hong Kong.

15

In figure 8, it illustrates the range that green roof will play in the overall

costs of buildings. It illustrates that the extensive green roof on standard

residential units (20 Storey standard apartments) costs 0.27% of the total

building costs, while intensive green roof costs 1.11% of the total building

costs.

From the above data, the cost for residential units to build a green roof

is acceptable. It may not be a great financial burden for the residential units as

it costs a small percentage of the total building costs. For the government,

according to The Environment and Conservation Fund Committee6, as at

March 2014, a total of 1,109 projects have been approved with a total grant of

over $331 million. The minor works projects generally include greening,

renewable energy items and energy saving item. According to Hong Kong

2014-15 Budget7, there is a surplus of HK$8372million after fund transfer and

the close balance of 2014-15 is HK$402,613million. It is believed that the

government has enough capital to extend the subsidy.

5.3.2.2 Recurrent costs of Green roof

!ccording to the Study on Green Roof Application in Hong Kong in

20078 by Hong Kong Architectural Services Department, recurrent costs are

notably not high. Using Beijing and Shanghai (Shanghai is considered a close

approximation to Hong Kong) experience, it shows that the following figures:

1. Intensive Green Roofs usually range from $6.5 to $44 /m/year

(Average: $20/m/year).

2. Extensive Green Roofs are estimated to range from $0.8 to $ 2.25 /m/year.

According to the Census and Statistic Department9, in 2013, the GDP10 of

Hong Kong is HK$ 2,125,353million and the per capita GDP11 is HK$295,701.

When comparing to the recurrent cost, it is surely that recurrent costs are

notably not high for residential units.

6 The Environmental Education And Community Action Project

(http://eeca.ecc.org.hk/english/index.html) 7

The 2014-15 Budget (http://www.budget.gov.hk/2014/index.html) 8 Urbis Limited (2007). Study on Green Roof Application in Hong Kong, Final Report,

Architectural Services Department, Hong Kong. 9 The Census and Statistic Department Hong Kong Statistics (http://www.censtatd.gov.hk/) 10 Gross Domestic Product (GDP) is a measure of the total value of production of all resident

producing units of an economy in a specific period. 11 Per capita GDP of an economy is obtained by dividing the total GDP in a year by the

population of that economy in the same year.

16

http://www.censtatd.gov.hkhttp://www.budget.gov.hk/2014/index.htmlhttp://eeca.ecc.org.hk/english/index.html

5.4 The practicality of extending subsidy on rooftop greening to residential

units in Hong Kong

5.4.1 Point of view of the general public on the practicality of extending

subsidy on rooftop greening to residential units in Hong Kong

Do you think the extension of subsidy on rooftop greening to residential unit in Hong

Kong is practical?

Practical

82 Not practical

71%

33 29%

(Figure 9)

What is/are the reason(s) behind that you think

the extension of subsidy on rooftop greening to

residential units in Hong Kong is practical? 60 57

50

40

30

20

10

0

Government The public has strong Gain support from the Sufficient rooftop Departments' vetting environmental private sector(developers greening technology sub-committee have awareness. of private residential sufficient resoureces buildings)

49 46

27

(Figure 10)

17

What is/are reason(s) behind that you think the extension of subsidy on rooftop geening to

residential unit in Hong Kong is not practical? 18

16

14

12

10

8

6

4

2

0

15 17

10

7

Government Lack of public support as There may be transfer of Lack of rooftop greening Departments' vetting public knowledge on benefits between the tchnlogy sub-committee lack of rooftop greening is Government ad the

resources insufficient private sector (Developers of private

residenail buildings)

(Figure 11)

From figure 9, 71% of the respondents think that it is practical. From

figure 10, a large proportion of them think that the public has strong

environmental awareness (57 out of 82 people). They are more likely to

support the approach. Many also think that the departments have sufficient

resources (49 out of 82), so that when the funding has been extended, there

are enough to cope with the increase in number of green roof constructions.

From figure 9, 29% of the respondents think that it is not practical. From

figure 11, large proportion of people think that there may be transfer of

benefits between the government and the private sector (17 out of 33 people),

followed by that people think it lacks public support as public knowledge on

rooftop greening is insufficient (15 out of 33people).

18

5.4.1.1 Technical constraint

Many people agree with this approach (71% of the respondents, see

figure 9). From figure 10, 46 out of 82 respondents, who agree with the

approach, think that Hong Kong has advanced technology on rooftop greening.

However, from figure 11, 7 out 33 of the respondents, who think the approach

is not practical, concerns about the technical problem.

According to Study on Green Roof !pplication in Hong Kong in 200712

by Hong Kong Architectural Services Department, as intensive green roofs are

widely occurring in Hong Kong, it is apparent that any constraints presented

by the construction of intensive green roofs have already been overcome. The

technical issues associated with intensive green roofs are also well understood

by the local construction industry.

On the other hand, with no incentive and minimal knowledge about the

emerging technologies, there are very few examples of extensive green roofs

in Hong Kong. In general, there are some constraints or barriers against the

development of green roofs, so it is understandable why some respondents

concern about the technical problem.

5.4.1.2 Lack of knowledge and awareness

From figure 10, 57 out of 82 respondents, who agree with the approach,

think that Hong Kong has strong environmental awareness. However, from

figure 11, 11 out 33 of the respondents, who think the approach is not

practical, think that people may not support since they do not have

knowledge about green roof.

Lack of knowledge and awareness is one of the constraints. According to

Study on Green Roof !pplication in Hong Kong in 200713 by Hong Kong

Architectural Services Department, there is generally a lack of knowledge

about extensive green roofs. Also, knowledge of the benefits of all green roofs

has previously never been consolidated and used effectively in building design

decision making. Greenery in the city is generally approached from an amenity

and cosmetic point of view only.

12 Urbis Limited (2007). Study on Green Roof Application in Hong Kong, Final Report,

Architectural Services Department, Hong Kong. 13 Urbis Limited (2007). Study on Green Roof Application in Hong Kong, Final Report,

Architectural Services Department, Hong Kong.

19

5.4.1.3 The public concerns on transferring of benefits between the

government and the private sector

According to figure 11, among the 33 respondents who think the

approach is not practical, 17 out of 33 of them concerns about transferring of

benefits between the government and the private sector.

In fact, the Environmental Education and Community Action Projects

need the eligible applicant to submit the completed application form with

relevant documentary proof to the vetting sub-committee secretariat. Also, it

needs the recipient organizations to submit various progress reports. Report

on completion of installation has to be submitted after the completion of

works before the monitoring period starts. In addition, upon completion of

project, evaluation should be made to assess the effectives of the project.

Through such guides and monitor, it may avoid transfer of benefits. The

most important is that there is no any news about transfer of benefits

between the Environmental Education and Community Action Projects and the

receipt non-profit making organization.

20

6. CONCLUSION

From the research, it is found that there was more and more green roof.

With the great support in greening by the government, green roof are more

common in Hong Kong. By studying the benefits brought by the green roof, it

provides great incentives to different organizations to construct their own

green roof. Also, in general, the public support the extension of subsidy due to

the great benefits to the environment. Furthermore, it is notable that large

residential complexes offer space opportunities for green roofs in Hong Kong.

At March 2014, a total of 1,109 projects have been approved by the

Environment and Conservation Fund Committee14 with a total grant of over

$331 million. Considering the capital, according to Hong Kong 2014-15

Budget15, there is an estimated surplus of HK$8372million after fund transfer

and the close balance of 2013-14 is HK$402,613million. It is believed that the

government has enough capital to extend the subsidy.

Nevertheless, we need to consider the technology. According to Study

on Green Roof Application in Hong Kong in 200716, the technical issues

associated with intensive green roofs are well understood by the local

construction industry. However, with no incentive and minimal knowledge

about the emerging technologies, there are very few examples of extensive

green roofs in Hong Kong. From it we can see that the technology of rooftop

greening need to be further improved.

Still more, the main objective of the extension of subsidy is to

demonstrate the technology to the public and attract private and commercial

sectors to follow. Furthermore, the extension of subsidy is mainly for

education. According to Environmental Education and Community Action

Projects17, recipient organizations of minor works projects should make use of

the facilities to organize related education activities so as to promote

14 The Environmental Education And Community Action Project

(http://eeca.ecc.org.hk/english/index.html) 15 The 2014-15 Budget (http://www.budget.gov.hk/2014/index.html) 16 Urbis Limited (2007). Study on Green Roof Application in Hong Kong, Final Report,

Architectural Services Department, Hong Kong. 17 Environmental Education and Community Action Projects (http://eeca.ecc.org.hk/english/works/works.html)

21

http://eeca.ecc.org.hk/english/works/works.htmlhttp://www.budget.gov.hk/2014/index.htmlhttp://eeca.ecc.org.hk/english/index.html

environmental education. Examples of educational activities include talks,

workshops, school open day and guided tour.

Firstly, although the technology need to be improved, however,

extension of subsidy is still reasonable. This is because the subsidy can just

focus on intensive green roof, which are well understood by the local

construction industry. Secondly, though the main objective is education,

education activities can still be held when the subsidy is extended. Thirdly, as

mentioned above, the capital of the government is sufficient. As a result, I

think the subsidy on rooftop greening should be extended to residential unit in

Hong Kong.

22

7. REFLECTIONDuring the process of doing the report, there are tens of thousands of

information in the internet or reference book. However, not all the

information is useful and related at all. The first thing I need to do is to select

the most relevant materials. The next step is read the materials one by one for

the purpose of understanding the issue. After trying out many times, finally I

can sort out useful information.

Apart from it, it is vital to organize the materials and present it in a nice

manner so as to let other people easy to follow the flow of your report. If the

report does not organize well, it is useless to give such information chunks to

readers. Better still, not only does it improve my organization skills, but also

my analytical skills. First, we need to do questionnaire, asking peoples opinion

about the topic. Second, we need to analyses the findings got from the

questionnaire. It is hard to analyses and summarizes all the primary and

secondary resources. Through different assignments and lessons taught about

IES, it allows me to understand my direction and I have learnt how to analyze

data step by step.

Besides, from the research process, it deepens my understanding in

greening, specifically in rooftop greening. Greening is of paramount

importance to a place. It may affect the environment and eventually affect

peoples standard of living. Many people may misunderstand greening. They

may think greening is an easy process, such as planting trees or making

meadow can develop more greened area. After researching, it changes my

thought. Greening needs in-depth planning, especially skyrise greening

(rooftop greening is one of the example). Not only does skyrise greening need

a large amount capital for installation, but also need advanced technique.

Last but not least, these experiences can help me to equip better skills in

analyzing and organizing data. Moreover, I can understand more about skyrise

greening, especially rooftop greening. Skyrise greening is a new trend all over

the globe, by knowing my about it help me to broaden my horizons. IES

project genuinely benefits me a lot.

(Word count:3848)

23

8. BIBLIOGRAPHY

Websites:

1. Urbis Limited, 2007. Study on Green Roof Application in Hong Kong, Final

Report, Architectural Services Department, Hong Kong

Available:

http://www.archsd.gov.hk/media/11630/green_roof_study_final_report.pdf

2. Architectural Services Department (2013). Sustainability Report 2013

Available:

http://www.archsd.gov.hk/archsd/html/report2013/en/greening-and-landscap

ing.html

3. Greening-People, Tree, Harmony

Available: http://www.greening.gov.hk/en/index.html

4. Environmental Education and Community Action Projects

Available: http://eeca.ecc.org.hk/english/index.php

5. Environment and Conservation Fund

Available: http://www.ecf.gov.hk/en/home/index.html

6. Green Roofs, Heat Island Effect, US EPA

Available: http://www.epa.gov/heatisland/resources/webcasts.htm#greenroof

7. The Census and Statistic Department

Available: http://www.censtatd.gov.hk/

8. The 2014-15 Budget

Available: http://www.budget.gov.hk/2014/index.html

9. Green Roof for Healthy Cities

Available: http://www.greenroofs.org/

Booklet:

1. Civil Engineering and Development Department, Hong Kong (2012.7).

Greening Master Plan (3rd edition).

24

http://www.archsd.gov.hk/media/11630/green_roof_study_final_report.pdfhttp://www.archsd.gov.hk/archsd/html/report2013/en/greening-and-landscaping.htmlhttp://www.archsd.gov.hk/archsd/html/report2013/en/greening-and-landscaping.htmlhttp://www.greening.gov.hk/en/index.htmlhttp://eeca.ecc.org.hk/english/index.phphttp://www.ecf.gov.hk/en/home/index.htmlhttp://www.epa.gov/heatisland/resources/webcasts.htm#greenroofhttp://www.censtatd.gov.hk/http://www.greenroofs.org/index.php/about/aboutushttp:http://www.greenroofs.orghttp://www.budget.gov.hk/2014/index.html

XXX CollegeLiberal Studies

IES Report

Title:

Causes and Impacts of Private

Tutoring

Name: XXX

Supervising teacher: XXX

Word count:4382

1

afokLevel 3 Exemplar

afok

Table of content

1. Acknowledgement p.3 2. Introduction p.4-5 3. Research Objectives P.5 4. Research Methodology P.6 5. Findings and Analysis p.7-13 6. Discussion p.14-20

I. What come to the main reasons of a secondary students to join private tutoring and why are these the main reasons?

II. What are the impacts caused by joining private tutoring to students? To what extent do those impacts affect students negatively?

III. What possible impact will private tutoring bring to Hong Kong's education if the phenomenon of joining private tutoring keep growing?

7. Conclusion p.21 8. Reflection p.22 9. Bibliography p.23 10. Appendix p.24-25

2

1. Acknowledgement I would like to thank the following people for their generous help and guidance throughout my whole project. Without them, the completion of this project would be impossible.

My teachers I would like to thank them for their patience, guidance as well as large amount of time spent to guide me on the project

Respondents of the questionnaire I would like to thank them for their patience and seriousness in completing the questionnaire.

3

2. Introduction Reason of choosing this topic Recently, a piece of news had mentioned that current secondary tutorial services had revenued up to 2 billion a year and over 80% of secondary students are attending private tutoring. (Mingpao News 2011) This shows that private tutoring is being more and more popular among secondary students. This draws my attention to the causes and impacts of the rising of private tutoring to secondary students in Hong Kong. What is private tutoring At the very first beginning, private tutoring refers to " secondary students helping primary students to solve academics problems, university students helping secondary students". And in these few years, private tutoring starts to develop into large scales one such as Modern Education, Beacon College etc. (inmediahk,2008) In this project, " private tutoring" only refers to the tutorial classes offered by the large-scaled tutorial center. Related news on the causes of private tutoring Change in educational system cause the rise of private tutoring. According to Mingpao News (Mingpao 2012), professor Mark Bray had pointed out clearly in his research, Hong Kongs new educational system is the main cause that drives students to join private tutoring. Under the 334 system, many students think that having good results in DSE had become the only method for them to get into university, once they failed, they may not have any chances. (Sun News 2010)

Advertisement on massive media helps to promote private tutoring as well. According to the news, private tutoring companies put a lot of effort and money on promotion. (HkedCity 2005) Private tutoring always brags about tips and exam strategy. They pay for huge sums of money on advertising, such as huge banners and billboards.Schools are like modeling agencies and tutors like stage actors, said Richard Eng, an English tutor king who is co-founder of Beacon College. (The New York Times 2009) This shows that private tutoring is trying to package their teachers as superstars to attract students. Related news on the impacts of private tutoring Students have less incentive to explore new knowledge during class and lose their critical minds after joining private tutoring as they only recites tips of the examination that provide by the private tutoring. (inmediahk,2008) Moreover, students feel stressful after joining private tutoring as they are using their leisure time to join . They have less time for rest(Orient Daily, 2010) This shows that by joining private tutoring, students non-material life will be negatively affected.

4

And I am going to make use of the first hand information from the questionnaire to support the causes and impacts that in above. .

3. Research Objectives The main focus of my study is to find out the causes and impacts of private tutoring.

The objectives of the project 1. To explain why joining private tutoring is becoming a trend 2. To find out the impacts that brought by joining private tutoring on students and

Hong Kong's education culture

Focus questions 1. What come to the main reasons of a secondary students to join private tutoring

and why are these the main reasons? 2. What are the impacts caused by joining private tutoring to students? To what

extent do those impacts affect students negatively? 3. What possible impact will private tutoring bring to Hong Kong's education if the

phenomenon of joining private tutoring keep growing?

Hypothesis and expected outcomes 1. The three main reasons that drive a student to join private tutoring can mainly

divided into three aspects, including the new educational system, the power of advertisement and the parenting style of Hong Kong parents.

2. Joining private tutoring will affect a student both positively and negatively on learning attitude, academic results and personal development.

3. Normal classes at schools are being challenged y private tutoring

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4. Research Methodology-Questionnaire The target group is secondary students. The sample size is 200. As I am going to find out what come to the main reasons of secondary students to join private tutoring so it will be better for me to obtain as much opinion from students as I can. As if the method of interview is being adopted in order to collect data, it will be time consuming. The data collected will not be reliable if interview is only do with a few people, their opinion can't represent everyone. By adopting the method of questionnaire instead of the other methods, it is more effective for me to obtain the largest quantity of data in a short period of time.

Questionnaire can also help to minimize my investigation field as it has already provide several answers which are with reference to the second hand information, for the interviewees to choose. It is hard to find out the main reason of the students of joining private tutoring if there are no specific choices, many possible and similar answers may be conducted by the interviewees. Much more time will be taken for me to summarize and categorize their answers.

By using questionnaire to ask for the performance of the students after joining private tutoring in order to find out the impacts on students caused by joining private tutoring will be more practical than doing observation. As it is hard to collect results from a large amount of students from time to time, they may not willing to disclose the marks. But as it is anonymous questionnaire, students will be more willing and cooperative in disclosing their results which will convenient my research.

Last but not the least, the questionnaire is going to be conduct in online method as it is more convenient to distribute through Facebook, it can reduce the time on finding suitable interviewees in the street. Moreover, most active users of Facebook are teenagers that are in secondary school which are exactly my target group, it will be more easier for me to distribute and collect the data.

Please refer to the appendix for the sample of the questionnaire

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5. Findings and Analysis

By what method you obtain the

Advertisement ( eg. media)

42% Peers 31%

Parents 25%

Teachers 2%

others 0%

information of private tutoring?

Figure 1

What comes to the main factor encourage you to join private tutoring?

others 0%

Encouragement

19%

To strengthen exam skills for

DSE 50%

Attractive advertisement

Peer influence 6%

from parents 25%

Figure2

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What's the most attractive in joining private tutoring?

Examination skills 49%

Famous tutor 35%

Examination tips 8%

Detailed notes 7%

others 1%

Figure3

The aim of the three questions above is to find out the three main reasons causing students to join the private tutoring.

From figure 1, the data from the questionnaire shows that 42 % of the participants obtain the information of private tutoring from advertisement such as media, which occupy the largest percentage. It is clear that advertisement and special promotional method plays an important role in promoting private tutoring to students. Apart from advertisement, both peers and parents also act as roles to provide information of private tutoring for the participants. Their percentage are 31% and 25% respectively.

In figure1, peers is one of the three main method for students to obtain information of private tutoring, however, from figure2, peer influence only occupies 6% on the main factor encouraging students to join private tutoring. It is not one of the three most popular factors encouraging students to join private tutoring. Therefore, peers influence can only be said as a factor that facilitate the flow of information about private tutoring, but when it comes to real consideration, peer influence is not one of the three main factors encouraging students to join private tutoring. In figure2, it shows that 50% of the participants think that strengthening their exam skills for DSE is the main factor encouraging them to join private tutoring. This shows that joining private tutoring is one of a popular choice for students to prepare

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for their public examination. So the desire of scoring high marks in public exam may be one of the three main factors driving students to join private tutoring. Moreover from figure2, 25% of the participants joined private tutoring because of the encouragement of their parents. Which it is the second highest rating. This further support the conclusion that draws from Figure 1 that, parents act as one of the major reasons for students to join private tutoring. Attractive advertisement is the third highest rating for why students are joining private tutoring, which occupy 19%. Once again, the figure support that advertisement and special promotional method plays an important role in driving students to join private tutoring.

In figure3, the most attractive in private tutoring to students is the examination skills, which occupy 49%. While examination tips and detailed notes occupied 8% and 9% . Examination skills, examination tips and detailed notes are all tools for facilitating students to prepare for their public examination. So from the figure, we can further prove that the desire of scoring high marks in public examination is one of the three main factors driving students to join private tutoring. And 35% of the students think that the most attractive thing of joining private tutoring is being taught by the famous tutor. Famous tutor is just a kind of promotional method used by the media. This prove that advertisement and special promotional method encourage students to join them.

After joining private tutoring, you feel it

is easier to catch up with the lesson?

Yes 83%

No 17%

Figure4

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After joining private tutoring, is there any improvement in your results?

Do less well than before

9%

Slightly improved 58%

Greatly improve 23%

No improvent 10%

Figure5

Figure 6

After joining private tutoring, do you have any changes in your learning attitude?

Becoming more concentrated in

class 11%

Becoming less concentrated in

class 52%

Not respecting teachers

27%

No change 10%

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Figure 7

After joining private tutoring, you spend less

time on leisure activity?(eg. doing

exercise, reading books)

Yes 77%

No 23%

After joining private tutoring, you spend less

time with parents and friends?

Yes 77%

No 23%

Figure8

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Do you feel stressful that you have to join private tutoring after school? (eg. less

sleeping time)

Yes 87%

No 13%

Figure9

The aim of the above 6 questions is to find out what positive and negative impacts do private tutoring bring to students.

From figure4, 83% of the participants feel that it is easier for them to catch up with the lesson. In figure 5, most participants think that after joining private tutoring, they have improvement in their result. 58% think they have slightly improved in their result while 23% think that they have greatly improved in their result. Only 19% of the students think they have no improvement or did less well than before. These two figures shows that private tutoring make positive impacts on most students' result.

Figure 6 shows that most students' learning attitude turns bad after joining private tutoring, 79% of the students think that they become less concentrated in class or not respecting teachers. This shows joining private tutoring cause negative impacts on students' learning attitude.

Figure 7 and 8 show that 77% of the students agree that they spend less time on leisure activity and less time with their parents and friends respectively after joining private tutoring. These show that, students' non material life is being affected negatively after joining private tutoring.

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Which is more important? Joining private tutoring or attending normal classes at

school? Attending normal

Joining private tutoring class

26%

Both are important

57%

classes at school 17%

Figure 10

The aim of the above question is to find out if the phenomenon of private tutoring being too savage. Figure10 shows that 57% of the participants think that both normal classes at schools and private tutoring class are important. This shows that in students' mind, private tutoring start to become as important as normal classes.

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6. Discussion 6.1 What come to the main reasons of a secondary students to join private tutoring and why are these the main reasons?

What comes to the main factor encourage you to join private tutoring?

Encouragement from parents

25%

To strengthen exam skills for

DSE 50%

Peer influence 6%

others 0%

Attractive advertisement

19%

Advertisement ( eg. media)

42% Peers 31%

Parents 25%

Teachers 2%

others 0%

By what method you obtain the information of private tutoring?

Examination skills 49%

Famous tutor 35%

Examination tips 8%

Detailed notes 7%

others 1%

What's the most attractive in joining private tutoring?

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1. The changing in educational system From figure2, 50% of the participants think that strengthening their exam skills for DSE is the main factor encouraging them to join private tutoring. Moreover, in figure3, examination skills, examination tips and detailed notes, tools for facilitating students to prepare for their public examination are the main reasons for attracting 66% of the participants to join private tutoring. These two figures show that students believe that joining private tutoring can help them to strike good examination result in DSE.

A survey conducted by the government shows that there's a rise of senior students in joining private tutoring in order to prepare for public examination from 1996-2012. It increased from 31% to 72%.(HKCNA 2012). This shows that there's an increase in number of students joining private tutoring after the changing of educational system. Under the 334 system, many students think that having good results in DSE had become the only method for them to get into university, once they failed, they may not have any chances. (Sun News 2010) This shows that the changing in educational system make students to feel panic and encourage them to join private tutoring to safeguard themselves. Under the 334 system, the format and the ease of the public exam as well as the syllabus are totally different from the past. Students as well as the teachers have no references or sources to confront the public exam. This encourages the students to rely on the tips provided by the private tutoring and persuade them to join the private tutoring in order to strengthen their exam skills to face the unpredictable new educational system as well as syllabus .

Thus the changing in educational system is one of the three main reasons driving students to join private tutoring.

2. Influence of advertisement and special promotion method From Figure 1, the data from the questionnaire shows that 42 % of the participants obtain the information of private tutoring from advertisement. And in figure2, attractive advertisement is the third highest rating for why students are joining private tutoring, which occupy 19%. Moreover, in figure3, 35% of the students think that the most attractive thing of joining private tutoring is being taught by the famous tutor. The above figures show that students are believing in those advertisement and special promotion method when they are considering joining private tutoring.

Private tutoring companies put a lot of effort and money on promotion, they brag about tips and exam strategy (HkedCity 2005) They create an atmosphere that joining

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private tutoring equals to scoring high marks in exam. The companies compare students' result before and after joining their tutorial programs. They also spent huge sums of money on making billboards and banners which the tutor are dressed up smartly in those. They appeared in bus, MTR stations etc, where people everyday can see these advertisement. These kind of straight into advertising create an indoctrination effect and made students to trust that private tutoring can really help in improving result. Moreover, the private tutoring companies make use of the psychological phenomenon that teens love to admire idols to attract them to join private tutoring. They help their tutor to create an idol image or even hire artist to be the private tutor of their companies, such as the King's Glory, it hired the famous internet singer Lung Siu Kwan () as their tutor to attract students to join their class.

This shows that advertisement on massive media and special promotional method is one of the three main reasons driving students to join private tutoring.

3.Parenting style of Hong Kong Parents From Figure 1, 25% of the participants obtain information of private tutoring from their parents. Also from figure2, 25% of the participants joined private tutoring because of the encouragement of their parents, which is the second highest rating. These figures prove that parents in Hong Kong are quite active in persuading their children to join private tutoring. Their action can be explained by their parenting style. A research had poin ted out that many Chinese parents motivation is come from the hope of ones son to become a dragon. 2011 . The above statement fits a lot of parents in Hong Kong as they are adopting an authoritarian parenting style towards their children and hope them to have great achievement in the future. They have great expectation towards their children and afraid their children cannot find good job in the future as Hong Kong is a highly competitive city. Many parents persuade their children to join private tutoring, some parents even had paid over ten thousand dol lars for their chi ldren to join private tutoring classes . ( Sun News 2012) They hope that through private tutoring, their children can strengthen up what they learn and get exam tips in order to score good marks in DSE so that their children may have good future.

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6.2What are the impacts caused by joining private tutoring to students? 1. Private tutoring brings about positive impact on students' result.

After joining private tutoring, is there