This study examined the implementation quality of the Tier 1 Program (Secondary 1 Curriculum) delivered in the second year of the Full Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Under the "Co-Walker Scheme", systematic observation of curriculum units was conducted in 138 schools. Results indicated that the overall level of program adherence was high, with an average of 82.9%. The mean ratings of the program implementation quality were also high. Despite limitations, the findings of this study suggest that the implementation of the Secondary 1 Program (Tier 1 Program) of the Full Implementation Phase was of very high quality. The present findings also provide strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong. Copyright © 2009 with author. Published by TheScientificWorld.

This chapter examined the implementation quality of the Tier 1 Program (Secondary 3 Curriculum) delivered in the Experimental Implementation Phase of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes). Process evaluation was conducted in the form of systematic observations of curriculum units in four randomly selected schools. Results indicated that the overall level of program adherence was high, ranging from 80% to 100%, with an average of 90%. The mean ratings of the program implementation quality were high, and the inter-rater reliability on these ratings across the observers was highly reliable. Despite limitations, the findings of this study suggest that the implementation of the Secondary 3 Program (Tier 1 Program) of the Experimental Implementation Phase was of very high quality. This provides strong evidence to account for the successful and encouraging outcomes of a major positive youth development program in Hong Kong. Copyright © 2011 by Nova Science Publishers, Inc.

To respond to the growing concerns about the need for university students to learn generic skills to complement their disciplinary expertise, many universities have included General Education (GE) in their curriculum. A new general education framework entitled “General University Requirements” (GUR) has been implemented at The Hong Kong Polytechnic University (PolyU) since the 2012/13 academic year. A five-year longitudinal project using multiple evaluation strategies was conducted to evaluate the GUR, including objective outcome evaluation (online survey), Collegiate Learning Assessment Plus (CLA+), subjective outcome evaluation (Student Feedback Questionnaire), and qualitative evaluation (focus groups, longitudinal case studies and document analyses). With reference to the second year of program implementation, results from different evaluation strategies consistently demonstrated that the GUR subjects were effective in promoting the five desired graduate attributes as defined by PolyU (i.e., problem solving, critical thinking ability, effective communication, ethical leadership and lifelong learning) in students. Both students and teachers perceived the subject contents, teaching and learning methods, and teaching staff in GUR subjects favorably though several challenges were also noted.
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