Purpose: A new academic structure for senior secondary and higher education was introduced to Hong Kong in 2009/2010. This paper aims to: (1) compare the cohort from the old academic structure (Cohort 2010) and the cohort from the new academic structure (Cohort 2015) on the 14 categories of generic competencies; and (2) compare these attributes among students from different divisions in a tertiary institution in Hong Kong.Design/methodology/approach: Self-Assessment of All-Round Development (SAARD) questionnaires were distributed to students who took the two-year sub-degree programmes offered by the College of Professional and Continuing Education, The Hong Kong Polytechnic University in 2010 and 2015 on a self-administered basis. A total of 4,424 students have returned the questionnaires. Data were analyzed with t-test to compare between the two cohorts.Findings: When comparing Cohort 2015 with Cohort 2010, significantly higher scores were observed on five areas such as global outlook and healthy lifestyle (p<0.05). Significantly lower scores were observed on the other five areas such as problem solving, critical thinking and leadership (p<0.05). Students from all divisions unanimously showed higher perceived rating on social and national responsibility but lower perceived rating on leadership (p<0.05).Originality/Value: The elimination of one public examination, the newly included components such as Other Learning Experiences (OLE) and the compulsory Liberal Studies were believed to contribute partially to the diverse responses of the two cohorts. The dramatic change of the curriculum has not changed the examination culture in Hong Kong which may hinder the development of generic skills among students. Copyright © 2021 Emerald Group Publishing Limited

香港政府倡導融合教育，照顧學生多樣化，亦鼓勵學生達致全人發展，但教師工作繁忙，如何同時達成二者目標實屬挑戰。本文旨在為初高中和專上教育教師提供能夠糅合二者的教學方法，文章介紹了「服務學習」概念，強調教學時需「服務」和「學習」並重，給予學生機會設計和帶領活動，學習理解不同群體的需要，深入反思社會現況。研究團隊有系統地建立了一套「服務學習」框架，並以香港教育大學和香港浸會大學的合作計劃為參考示範。The advocate of inclusive education and whole person development has been one of the major missions of Hong Kong government, but to fulfill the goal of such mission in the classroom poses a great challenge to teachers. The present paper aims to provide a pedagogy for teachers of secondary and tertiary educations that achieves both the purposes of inclusive education and whole person development. The concept “Service-Learning” which emphasizes the importance of “service” and “learning” in teaching is introduced. Teacher following such pedagogy offers student chances to organize and undertake activity, to learn to understand the needs of different people and to have a deep reflection about the society. Our team, based on the concept, has developed a structural framework to operationalize the concept in teaching and a project co-organized by The Education University of Hong Kong and Hong Kong Baptist University is provided as case demonstration for reference. Copyright © 2019 香港教師中心.