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Chairman of QEF Steering CommitteeMr Irving KOO Yee-yinMr Irving KOO Yee-yinChairman of QEF Steering Committee

11

�� !"#

The Education Commission Report No. 7 published in 1997 affirmed the promotionof a self-initiated quality culture in our schools as a priority in the development ofeducation in Hong Kong. The establishment of the Quality Education Fund (QEF) inJanuary 1998 was a positive response of the Hong Kong Special Administrative RegionGovernment to the Commission’s recommendation. The QEF was set up to provideincentives and support to schools and other educators in recognition of their effortsto develop and implement innovative educational programmes for the benefit ofour school sector as a whole. In particular it provides our schools with the resourcesneeded over and above their regular provisions for undertaking new initiatives insuch important aspects of our school education as school-based management, all-round education, curriculum development, and the enhancement of teaching andlearning effectiveness.

The QEF Steering Committee was set up to oversee the operation of the Fund, assessapplications and decide on disbursement of grants. It is my great honour to have ledthe Committee since its establishment in 1998 and to have had the opportunity towork with its team of distinguished and dedicated Members, many of whom haveserved continuously during the past five years. With the staunch support of Members,the Committee has built a robust system to encourage and assess new projects aswell as to facilitate their realization and dissemination in the wider school sector.The Committee constantly reviews the policies and operational procedures of theQEF in order to maximize the impact and value of the Fund. To further reflect on andconsolidate our experiences after five years of operation, we initiated a number ofreviews in 2002. These included a review by the Management Services Agency onour funding processes and procedures, a study by the Melbourne University Privateon project performance indicators and dissemination strategy, and an opinion surveyto obtain feedback from our stakeholders.

I am pleased to report that these studies have confirmed the positive impact of theQEF on education in Hong Kong as a whole, and the favorable culture change that ithas brought about in our school sector in particular. The QEF is implementing, stepby step, various measures to further enhance its value and impact as recommendedin these studies.

As the QEF enters into its fifth year, this Memoir provides a synopsis of the work it hasdone in the past, a snapshot of the good practices identified from over 4 600 fundedprojects and a summary of the performance enhancing steps that the QEF will betaking in the years ahead. I hope members of the education sector and the generalpublic will find this to be a useful source of reference.

I would also like to take this opportunity to thank the Education Commission for itsguidance, and all Members of the Steering Committee for their valuable counsel andfor their dedicated support. I am sure that under the capable leadership of mysuccessor, the QEF will continue to grow and contribute to the development of qualityeducation in Hong Kong.

Mr Irving Koo Yee-yin, S.B.S., J.P.Chairman of QEF Steering Committee

(16.1.1998 - 15.1. 2003)

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Chairman of QEF Steering CommitteeMr TAI Hay-lapMr TAI Hay-lapChairman of QEF Steering Committee

13

�� !"#

I am honoured to be appointed Chairman of the Quality Education Fund

(QEF) Steering Committee with effect from January 2003. The challenge

ahead is immense, and the immediate concern is to build on the good

foundation that my capable predecessor has laid and bring the QEF to new

heights.

Since its inception in 1998, the QEF has been well received by schools and

the community at large. For the QEF to break new grounds, it will need a

more focused approach on grant disbursement and closer alignment with

the initiatives of the Education Reform in Hong Kong. In the coming years,

the QEF will continue to nurture innovation in language enhancement and

moral and civic education, as well as other key areas pertinent to the Education

Reform. In response to the call by the Education Commission for “society-

wide mobilization”, the QEF will encourage grantees to partner with other

community organizations in implementing their projects, and will seek to

strengthen the dissemination of success factors distilled from past projects.

This Memoir will serve as a useful guide on the directions that the QEF will

take in the years ahead. On rolling out the plans of the QEF and promoting

quality education in Hong Kong, I must appeal to the education sector and

the community as a whole for their continual support. I look forward to many

more creative and innovative projects to be backed by the QEF in the years to

come.

Mr Tai Hay-lap, B.B.S., J.P.

Chairman of QEF Steering Committee

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�� !"#$%&

Caritas Jockey Club Lok Yan School

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��

Hand in hand we strode for five years

Time flies. Five years have passed since we first worked with the QEF. Our school’s seven funded

projects have made us realise that the Fund means more than just financial support. It has injected an

effective doze of encouragement among our colleagues. It has motivated us to seek innovative ways to

teach and has facilitated collaboration between cross-profession groups. Among our severely mentally

handicapped students, learning abilities have improved. This is particularly noticeable in cases of

perceptual-motor and language abilities.

Through exhibitions and debriefing, we have shared our experience with education workers and others

concerned in the promotion of quality education in Hong Kong.

��� !

Ms Amy TSO

�� !"#$%&'()*

Oi Kwan Road Baptist Church Lui Kwok Pat Fong Kindergarten

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���� !

Voices of Project Beneficiaries

15

�� !"#

During its five years of operation, the QEF has given workers in the education sector the opportunities to

develop quality education in a more resourceful environment. The QEF has warmed the hearts of every

education worker, sparking off innovative ideas on teaching and benefiting our many students.

Our kindergarten has implemented a number of innovative teaching projects in recent years. The support

of the QEF, whether technical or financial, has been crucial to their success.

We have experienced both successes and failures in the applications for the Fund. In the successful cases,

we have always done our best as promised and shared our teaching experience with our colleagues. Even

in cases when we failed, the enlightenment and encouragement we received from the QEF Secretariat

made us move ahead with confidence.

Ideals are not necessarily dreams that do not come true. The QEF has opened up the door of hope for us

through which dreams are realised. I earnestly hope that all workers in education can share the joy we have

experienced in making dreams come true with the QEF!

�� !"

Ms LO Oi-lan

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Sheng Kung Hui Bishop Mok Sau Tseng Secondary School

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With the grants from the QEF, we have been able to develop projects in line with the needs of our school

and to benefit our students. The QEF has provided additional resources to raise our students’ standards in

music and dancing to a higher level. Students have been given chances to learn choreography, receive

training and perform in the States. Moreover, the project on thinking skills, which has been funded by the

QEF for three years, has helped to improve learning effectiveness and enable teachers’ professional

development, as well as promote a collaborative culture among colleagues. And curriculum design has

broken through the traditional framework, pioneered open-style learning, making students happier and

more enthusiastic to learn.

The above examples have proven that the QEF’s contribution to our school or even the education sector on

the whole, has not been limited to the monetary aspect. It has given us the confidence to explore and has

sown the seeds for our growth. Even when the QEF grants exhausted, the projects continue to develop

further in search of even more perfect results.

�� !"#

Dr Anissa CHAN Wong Lai-kuen

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�� !

Breakthrough Limited

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The QEF has motivated many in education to make extra-curricular learning innovative and wonderful. The

Breakthrough Limited too has been one of the active participants focused on leadership training and mass

media education. We have produced new sets of teaching aid to allow students to learn through activities

and experiences and we have designed evaluation tools to measure the results. We hope that, in days to

come, schools and other training institutions will work in partnership to provide more varieties and contents

for all-round education. Furthermore, we hope that successful projects will be further polished and

disseminated to schools, developing a balanced education of multi-intelligence and morality for young

people.

�� !"

Dr CHOI Yuen-wan

�� !"#$%�� !"

Tai Po Old Market Public School (Plover Cove)

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��

“Students, we have to stay here for lesson as a system setup is in progress in the ‘Language Room’ today,”

said the Putonghua teacher. “Oh! Will it be ready for the next lesson?” the students reacted. From this

simple conversation, we can deduce that, apart from the teachers and the curriculum, the learning

environment is also important to the students. In the past, due to the lack of funds, the school’s wishes for

the improvement of teachers’ professional knowledge, the betterment of students’ learning environment

and curriculum reforms were only dreams not meant to come true. But with the assistance of the QEF,

teachers and students can now achieve incredible results.

�� !"

Mr CHAN Hei-chuen

17

�� !"#

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Baptist (Sha Tin Wai) Lui Ming Choi Primary School

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Doing the QEF project was not an easy task, especially the implementing process. I have had the chance to

experience the self-reflection process. There were actually a lot of things which happened in between and

my project also encountered many obstacles. There was a kind of energy that forced me to do my best. The

students, workers, staff, parents and teachers got to know each other better by the end of the project.

Through with team members, I have learnt a lot of team working skills. There were of course lots of conflicting

views during discussions. However, we were able to share our ideas openly with each other. This developed

my interpersonal skills as well. During the process, students and my team members learnt how to gather the

useful Environmental Education and Health Education information, to extract relevant information from

other partner schools, to put the information together and to practise it in school. I would like to take this

opportunity to thank the QEF staff and some of the QEF project leaders for sharing their project

implementation experiences with me. There were many things that I learnt during the sharing sessions.

�� !"

Mr LAI Tak-fai, Larry

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Yan Chai Hospital Lan Chi Pat Memorial Secondary School

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�� !"#$%&'()*

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Applications to QEF for grants have been made in the last 5 calls to implement students activities that

enhanced their pride, improved their learning attitude, developed curriculum integration, organised project

learning and promoted life-wide learning. With the support of the Fund, our projects were able to create

more opportunities for students to gain learning experience outside the classroom. Apart from benefiting

students, the coming into existence of the QEF also made teachers pay attention to students’ needs and be

mindful of the school’s direction of development. At the planning stage, by investigating ways to help

students grow, teachers were urged to acquire knowledge themselves. At the implementation stage, by

personally experiencing the effects of the projects and making improvements to them, teachers could also

treat it as a precious value-adding opportunity for themselves. Yet, above everything, students’ enthusiasm

and improvements have truly made the teachers feel the value of the QEF project. Imagine how beautiful it

was to reflect on the goals of life with a large group of students at the crack of dawn; how it felt to forge

ahead alone confidently in the pitch dark undergrowth; and how impressive it was to exhibit students’

project-stalls at the Wu Kai Sha camp... . All these construed to an unforgettable experience for both students

and teachers in the learning and teaching process.

�� !"

Mr MAK Yiu-kwong

�� !

Hon Wan Middle School

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�� !"#$%&'()*

The QEF project has caused changes in the learning and teaching culture. Learning in our school has been

made interesting by the studies projects in Mainland China and Hong Kong and by the school-based

curriculum integration of general education in the junior forms. It has brought a paradigm shift in teaching.

Teachers have turned from advocates of the textbook-oriented approach to skilled designers of curriculum

and instructors of learning activities. In so doing, they have demonstrated their creativity, enhanced the

formation of teamwork among themselves and improved the effectiveness of the learning and teaching

process.

�� !"

Mr KWAN Wing-bun

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Department of Architecture, The Chinese University of Hong Kong

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19

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Through the support of the QEF, we have been able to promote creative processes to involve the architectural

profession, educators, parents, teachers and students TOGETHER in innovating school campus design.

Through interactive workshops and seminars, end-users of school premises (i.e. the teachers, students and

parents) have voiced their needs and reflections and collaborated with architects and designers to propose

their “dream learning environment”; students have shown their talents and innovation in school design

through exhibitions and competition entries... all documented in the publication and web “Innovative School

Design Parameters in Hong Kong for 21st Century”, which was awarded the “Special Architectural Award

2001 – Architectural Research” by the Hong Kong Institute of Architects (HKIA).

“We try using a space within our school campus and turn it into a small farm – students can, in their spare

time, come here to say hello to the chickens and ducks...”

“The staircase can be used for outdoor sketching... it can also be a performing space...”

- Extracts from “Beyond Classroom Design Competition” students’ entries

�� !"

Professor Bernard Vincent LIM Wan-fung

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The Boys’ and Girls’ Clubs Association of Hong Kong

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The establishment of the QEF means a lot to many education bodies in Hong Kong, particularly to those of

us in pre-school education. It has always been our wish to promote parents’ education and professional

development of young children education. But due to the lack of funds, we often failed to disseminate such

work systematically. The QEF has not only made our dreams come true, but has also lifted our spirit with the

overwhelming response of the parents who attended the classes and with the strengthening of interaction

between the parents and the children. Teachers too, with their bittersweet teaching experience, have been

compiling books with their invaluable information and sharing them... . All these unforgettable memories

have given us an enormous sense of satisfaction and accomplishment, leaving us to thirst for more pursuit

for excellence and to work even harder to provide quality pre-school education to children.

�� !"

Ms SHUM Lai-kuen

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The History of the QEFThe History of the QEF

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Five Years of Progress and Achievements

21

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Education is the very bedrock of civilization. The Government of

the HKSAR has all along regarded education as the main pillar of

social progress, and every year substantial resources are devoted

to education. In today’s society where information swiftly

proliferates and changes rapidly take place, the quality of education

must be constantly improved in order to meet the challenges of

the twenty-first century.

Objectives

In 1997, having widely consulted the education and other sectors

of society, the Education Commission published the Education

Commission Report No.7 entitled “Quality School Education”. The

Commission was of the opinion that the public and members within

the school system should jointly promote a quality culture before

quality education could be achieved in schools. The Commission

expected the Report to help raise public awareness of quality school

education, promote quality culture in schools, enhance the personal

development of students and encourage the pursuit of excellence

among schools. It was also expected to provide key players in the

school system with the means, under a system of accountability,

of achieving education goals in a more cost-effective and efficient

manner. The Report thus laid in the foundations for the

development of quality education in Hong Kong.

In his first Policy Address, in response to the Education Commission’s

strategy of developing quality education, the Chief Executive of

the HKSAR, Tung Chee-hwa, pledged the establishment of the

Quality Education Fund thus reflecting the high regard in which

the HKSAR Government holds for the development of education.

He hoped to provide a flexible funding mechanism to encourage

the community to propose innovative and revolutionary ideas for

the development of quality education.

In December 1997, the HKSAR Government officially allocated HK$5

billion to establish the QEF in line with the recommendations laid

down in Education Commission Report No.7. Its aim was to

encourage the education sector and related institutions to initiate,

plan and implement projects that foster quality and innovative

school education, and stimulate their initiative and determination

towards reaching the ultimate goal of enhancing the quality of

education in Hong Kong. The establishment of the Fund

represented the significant commitment to the development of

quality education by the HKSAR Government.

The Concept

The QEF is set up to provide incentives to schools and educators in

recognition of their innovative efforts and the pursuit of excellence.

September 1997Education Commission Report No.7 proposed the establishment

of the Quality Education Development Fund

October 1997In his Policy Address, the Chief Executive of the HKSAR, Tung Chee-

hwa, pledged the allocation of HK$5 billion to establish the QEF

12 December 1997The Finance Committee of the Legislative Council approved the

allocation of HK$5 billion to establish the QEF

16 January 1998The Steering Committee was established with Irving Koo Yee-yin

appointed Chairman

5 March 1998Acting Chief Executive, Anson Chan, officiated at the QEF

Launching CeremonyCommencement of the operation of the QEF

First Call for Applications

8 April 1998The Task Group on Outstanding Teacher and School Awards

established

30 September 1998Second Call for Applications

November 1998The Resource Centre was established and started operations

9 November 1998Establishment of the Assessment Sub-committee and the

Promotion and Monitoring Sub-committee

26 February - 1 March 1999First QEF Project Exposition

1 June 1999Outstanding School Awards received nominations

7 – 9 July 1999The QEF Project Roving Exhibition

4 October 1999Third Call for Applications

January 2000The Cyber Resource Centre established

and commenced operations

7 – 10 April 2000The second QEF Project Exposition

31 October 2000Fourth Call for Applications

9 – 12 March 2001Third QEF Project Exposition

12 July 2001Presentation Ceremony for the Outstanding School Awards

14 September 2001Fifth Call for Applications

November 2001Management Services Agency began review of QEF operations

8 – 11 March 2002 “Education Exposition 2002: From Strength to Strength” jointly

held with Education and Manpower Bureauand Education Department

16 March 2002Conference on Collaborative Culture in Teaching and Learning

April 2002Commencement of survey of QEF operations

May 2002Commencement of consultancy study on monitoring and

dissemination by Melbourne University Private

1 November 2002Sixth Call for Applications

16 January 2003Tai Hay-lap was appointed chairman of

the Steering Committee

The History of the QEF�� !"#$%��

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It encourages them to seek additional resources outside

the regular provisions received under the existing system,

to improve school management and develop all-around

education with innovative curriculum or teaching

methods. The establishment of the Fund helps to promote

the culture of quality schools. It provides schools and

educators with the incentives and resources to remain

consistently innovative, to pursue excellence and to further

all-round education. And in a collaborative exercise, with

the government providing the funding, education bodies

as partners, and the QEF Steering Committee responsible

for coordination and supervision, the QEF is thus able to

stimulate broad participation and high flexibility in the

promotion of a quality education culture in Hong Kong.

Mode of Operation

The QEF Steering Committee is responsible for the proper

management and the smooth operation of the Fund. The

Committee is made up of representatives of various

academic disciplines and members of professional sectors.

There are five categories of funded project: enhancing

effective learning, all-round education, school-based

management, research on education issues, and the

application of information technology. All applications for

funding are subject to various forms of assessment.

The Steering Committee’s efforts in promoting various

school-based pioneering or improvement projects greatly

facilitate the realization of innovative ideas in basic

education and write the road map for the development of

a quality education culture. The Steering Committee’s

duties include advising on the strategies for making use

of the QEF as a vehicle for enhancing the overall quality

of school education, encouraging the education sector

to apply for project funding, assessing funding

applications, disseminating the achievements of

innovative and effective projects, and establishing

channels of communication with front-line educators in

promoting quality school education. In addition to these

duties, the Steering Committee analyses the results of

funded projects, studies difficulties encountered in their

implementation, consolidates the experience thus gained

and, from a macro perspective, makes recommendations

on the strategy for further dissemination of the quality

education concept.

The Launching Ceremony

Anson Chan, Acting Chief Executive, officiated at the QEF

Launching Ceremony marking the commencement of the

operations of the Fund. The first call for applications was

announced on the same day.

Events surrounding the Launching Ceremony included

seminars and open forums. The seminars mainly explored

how the school sector could best utilise the QEF as a

vehicle for improving education in schools. The speakers

exchanged ideas with representatives from pre-primary

and special education sectors, and primary and secondary

schools. The open forums were chaired by members of

the Steering Committee and participants offered positive

suggestions for the operation of the Fund, reflecting the

education sector’s enthusiasm for the development of a

quality education culture.

The Challenge

Education work has never been easy. It is even more

challenging to raise the quality of education to the level

demanded by society. Five years ago, the QEF made

history when it took the first bold step to bring Hong

Kong’s education development into a new era. In her

speech at the Launching Ceremony, Anson Chan stressed

that the success of the Fund hinged on whether all sectors

of society were willing to take up the challenge of

generating ideas for the enhancement of education,

submitting applications and implementing projects.

In the five years that followed, all sectors of society came

together to support the development of quality education

with an open and positive way. They came up with a

constant stream of innovative ideas and proposed

meaningful projects which would build a better future for

education. The Steering Committee also played an active

role in making good use of the Fund in supporting projects

on various themes and in promoting quality education in

Hong Kong. At the same time, in supporting front-line

education workers, the Steering Committee often

organised experience-sharing and promotion activities

such as roving exhibitions and project expositions, to give

the public a better understanding of QEF projects and to

share the projects’ outcomes. The QEF has now granted

over $2.8 billion to support some 4 600 projects. It has

created a new environment in which innovation is

encouraged, excellence pursued and efforts made to

enhance the quality of education. The results have been

very encouraging.

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5 March – 30 April 1998First Call for Applications, with 2 368 proposals received

14 August 1998Results of the First Call for Applications announced

Grants totalling HK$371.3 million approved for 523 projects

30 September – 30 November 1998Second Call for Applications, with 2 160 proposals received

10 May 1999Results of the Second Call for Applications announced

Grants totalling HK$214.4 million approved for 617 projects

4 October – 30 November 1999Third Call for Applications, with 3 224 proposals received

29 May 2000Results of the Third Call for Applications announced

Grants totalling HK$1,007.3 million approved for 1 604 projects

31 October – 30 December 2000Fourth Call for Applications, with 3 507 proposals received

29 June 2001Results of the Fourth Call for Applications announced

Grants totalling HK$1,168.7 million approved for 1 596 projects

14 September – 31 December 2001Fifth Call for Applications, with 779 proposals received

20 June 2002Results of the Fifth Call for Applications announced

Grants totalling HK$86.4 million approved for 273 projects

1 November 2002 – 15 January 2003Sixth Call for Applications, with 1 037 proposals received

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The chief role of the QEF is to actively promote high value-added pilot schemes or

teaching methods that pursue excellence, demonstrate innovation and enable self-

improvement. The Fund thereby encourages individuals and organisations to

propose innovative projects and submit grant applications in the following five

areas:

• Effective Learning

• All-round Education

• School-based Management

• Education Research

• Information Technology

To ensure the Fund is used appropriately and to maximum effect, in assessing an

application the Assessment Sub-committee based its decisions on criteria such as

the quality of the proposal, its cost-effectiveness, its ability to boost professional

standards of the teachers and its potential for dissemination.

On the other hand, when the Fund is open for applications, briefing sessions are

held to help applicants better understand the application procedures, assessment

criteria and financial arrangements. After the approval of grants, grantees and

project leaders are briefed on the financial management and project

implementation management to ensure the smooth launching of their projects.

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Innovative education activities flourish because of the QEF, makingroom for children to learn.

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Helping a child to grow, like nursing a spoutingplant, requires time and effort.

The First Call for Applications

The response to the first call for applications was extremely

favourable. To help launch the projects as quickly as possible,

applications from the first call were assessed and approved in

three tranches. On the whole, most approved projects related

to the development of all-round education and the promotion

of innovative teaching and learning activities. Other projects

related to school-based management and education research.

The Second Call for Applications

The funds disbursed in the second call for applications went

mainly to schools to help improve the effectiveness of

education, to develop students’ potential and to echo the

educational objectives of “Enjoyable Learning, Effectiveness in

Communication, Commitment, Creativity”. In the first two calls

in 1998, the QEF had already received a total of 4 528 project

proposals and approved 1 140 projects with grants amounting

to HK$585.7 million. These figures reflected a huge groundswell

of support from the school sector advocating the pursuit of

innovation, competition towards excellence and of self-

improvement. Within less than a year of operation, the Fund

had already achieved notable results.

The Third Call for Applications

In the third call for applications, a new project category,

“Application of Information Technology”, was added. Based on

its experience with the previous two calls for applications and

comments received from the education sector, the Assessment

Sub-committee suggested 12 themes to help applicants prepare

their projects. These themes were established in line with the

Education Commission’s themes on education reform.

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These included: “improving students’ overall ability to

communicate effectively”; “curriculum integration/curriculum

innovation to stimulate students’ interest in learning”;

“development of students’ critical thinking, problem-solving

skills, creativity and self-study skills”; “providing pre-school

children with the experience of group life and a variety of

learning activities”; “enabling students with special needs to

realise their potential”; “helping physically or mentally

handicapped children to overcome their learning difficulties”;

“encouraging community service programmes”; “leadership

development programmes”; “professional development and

experience sharing programmes”; “development of effective

school-based management systems”; “foster students’

abilities to learn independently with the help of information

technology”; and “action research on improving the quality of

school education”. Since the Assessment Sub-committee would

also consider projects with other themes, these particular

themes did not contradict the QEF’s basic principle of

encouraging innovation.

Approved projects mostly related to the promotion of effective

learning and enhancement of the quality of school education.

They included the employment of native English speaking

teachers to enhance the teaching and learning of English in

primary schools, and the establishment or upgrading of multi-

media learning centres to maximise the use of IT in improving

learning effectiveness. In addition, projects related to sports,

arts and music, which helped to develop leadership and group

solidarity among the students, were also supported, providing

multi-faceted extra-curricular learning opportunities.

The Fourth Call for Applications

In order to ease teachers’ workload in the preparation of

applications, the Steering Committee limited the number of

applications from each school to a maximum of three. Moreover,

with reference to the commonality of successful applications

noticed in previous calls, the Steering Committee provided

guidelines to help applicants draft their application proposals.

Two categories of fund concerning the provision of facilities

were added to the fourth call for applications. They were the

“installation of air-conditioners in schools” and the “procurement

of notebook computers for needy students”.

For this call, in keeping with the framework of education reform

proposed by the Education Commission, the Steering

Committee suggested four new themes for proposals. These

included: “improvement of the teaching and learning

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environment”; “promotion of life-wide learning through

collaboration with business and community sectors” ;

“development of teachers’ professionalism”; and “acquisition of

learning and thinking skills”. The Steering Committee also

provided relevant application guidelines to schools. Many of

the projects approved in this call related to developing facilities

for the application of IT in schools. These not only improved

the quality of teaching, but also provided an environment

encouraging students to study independently, in line with the

“life-long learning” education objective.

The Fifth Call for Applications

The fifth call was open for applications from the school sector

only. A more focused approach was adopted during assessment

to tie in with the education reform priorities. As such, three

themes namely “project learning and curriculum integration”,

“moral and civic education” and “reading proficiency” were

designated.

A total of 150 schools were prompted to submit their project

proposals for the first time, indicating that more and more

schools were becoming interested in implementing innovative

projects to improve the quality of education.

The Sixth Call for Applications

The sixth call invited applications as from 1 November 2002. A

grant ceiling of $145 million was set. The Steering Committee

continued to adopt the focused approach, giving priorities to

projects related to the themes of “effectiveness of learning and

teaching”, “enhancement of language proficiency”, “professional

development” and “moral and civic education”. The Steering

Committee expected the enthusiastic response from all sectors

of society to continue enhancing the development of quality

education in Hong Kong.

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The response to the QEF calls for applications was indeed enthusiastic, and a large number of

projects was funded. The wide range of subjects covered included curriculum reform, enhancement

of teaching effectiveness, development of “learning to learn”, application of information

technology, and many others. By improving the provision of facilities and software for education

reform, more room for expansion was created for teachers and students. On the other hand, the

QEF not only provided resources, but also played the role of fostering quality education. After

some of the experimental projects received positive recognition, they were regularly promoted

among other schools, thus accelerating the pace of education reform. The project on “Native

English-speaking Teachers” was one good example.

In the previous calls for applications, the QEF rendered extra support in promoting the culture of

quality education. The response from the education sector was so great that its significance far

exceeded the project numbers and the funding amount. Not only did the Fund help schools and

other education bodies realise the objectives of the projects they had proposed, it also consistently

promoted the improvement of quality in schools, moving them steadily towards the goal of quality

education.

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The innocence, attention and curiosity of children are the source of inspiration for educationists.