This paper investigates the implementation of outcome-based learning (OBL) in a core course entitled Enhancing Teaching in Small Classes of the Professional Development Course for Small Class Teaching in Primary Schools and makes recommendation based on an effective OBL implementation. The course is introduced to in-service primary teachers as a response to the policy on small class teaching which has come to effect in Hong Kong primary schools since 2000. Originally designed in a non-OBL Format to meet the needs of the local primary teachers, the course objectives and contents are prepared with reference to the relevant literatures, overseas as well as local studies on small class teaching. The course has then been revised according to the principles of OBL and then offered to the in-service primary teachers. Near the completion of the course, data were collected from the teachers using questionnaires and individual interviews. . It was found that the teachers were highly motivated to learn and they agreed that the course intended learning outcomes (CILOs) could enrich their knowledge and skills of a professional teacher, and the teaching and learning activities and assessment tasks could help them to achieve the CILOs. The result suggests that learners' needs are significant to the effective implementation of OBL.

Problem-Based Learning (PBL), a teaching and learning innovation based on the constructivist theory of learning, is to foster creative and independent learning. This paper discusses results of a research study set up to explore the obstacles to the implementation of PBL in three local universities of Hong Kong. The research took place in two stages, with interviewing followed by questionnaire administration. A total of 30 PBL tutors from three local universities were interviewed. Interview data indicate that there are three major factors hindering the successful implementation of problem-based learning, namely resources, staff appraisal system, and student responses to PBL. Based on the interview findings, a PBL teachers experiences questionnaire was generated. A total of 19 returns (67 percent response rate) were received. Analysis of the questionnaire data indicated that certain factors played a more important role in PBL implementation: culture of the universities (PBL versus non-PBL) and the experiences of faculty members (experienced versus non-experienced). PBL and non-PBL based universities differed in resource support and student acceptance, but they shared the commonality that the teaching reward system had a detrimental effect on the PBL initiative. Younger faculty members were more susceptible to change but they required a more supportive system.

In recent years, Outcomes-Based Learning (OBL) is gaining increasing popularity in many parts of the world. Since 2008, OBL has been formally promoted among all higher education institutions in Hong Kong by the University Grants Committee (UGC) of Hong Kong. A key concept of OBL is that teaching should be driven by outcomes that are desirable in students, and that greater clarity in relation to what is to be achieved simply involves adjusting teaching and assessing. This paper reports on an ongoing project on Outcome-Based Learning in the English Department at the Hong Kong Institute of Education (HKIEd). First, the development of a set of Programme Learning Outcomes for the Bachelor of Education (English Language) Programme at HKIEd will be introduced. Second, the design of course intended learning outcomes will be discussed. Third, the adjustment of teaching and assessing strategies to align with the learning outcomes will be illustrated in a sample course. It is hoped that this paper will inspire some thoughts on how effective teaching and learning among students in higher education institutions can be achieved through the outcomes-based learning approach.

The Hong Kong Institute of Education (HKIEd) as one of the five Teacher Education Institutions (TEIs) as well as the largest TEI in Hong Kong, it concerns very much on meeting the teacher competence standards to uphold a high standard of teacher education for benefiting the whole education community and maintain a high level of quality assurance for teacher education programme. As Field Experience (FE) is a cornerstone of any teacher education programmes that could interlock with other domains and content areas of the programme to achieving the most effective learning outcomes, HKIEd recently reviewed and constructed a new outcome-based framework for student teachers to actively engage in learning activities of FE in order to meeting the standards. This paper aims to (1) review the literature on teacher competence standards and its implication on teacher education, (2) demonstrate how HKIEd review and construct a new outcome-based framework, (3) critically analyse the quality of the new outcome-based FE framework from the latest literature and trends in teacher competence standards, and (4) conclude and recommend how the FE framework can be further developed for meeting and upholding teacher competence standards through a series of studies.

Since the launching of outcome-based learning (OBL) in higher education in Hong Kong, institutional reforms are evident and have aroused various concerns of the stakeholders. The major elements of OBL identified as tile intended learning outcomes, teaching and learning activities and assessments are assumed to be the areas of change in the curriculum contest. This paper reports the findings of the implementation in teacher education courses. Through the implementation f OBL in the courses of curriculum and teaching, it was found that various factors have contributed to the degree of success in the actual implementation. Although the OBL implementation is at its beginning stage, its rationale and value needs to be recognized by both the teachers and students.

In response to the open invitation of the University Grants Committee's (UGC) to adopt Outcome-based learning (OBL) in higher education sector, universities and institutes have started reforming their curriculum by using the outcome-based approach in Hong Kong since 2004. In the Hong Kong Institute of Education (HKIEd) since 2007, seven generic outcomes expected of graduates were generated for learning outcomes to be further developed at different levels, such as faculty and department. In the following years, learning outcomes of various formats were formulated within departments under a "bottom-up" approach. The Department of Curriculum and Instruction (C&I) succeeded in constructing a set of six departmental learning outcomes after gaining the consensus of faculty members within the department. In the process, key features of the department and desired attributes of the graduates among thirteen core modules from Bachelor degrees and Postgraduate Diplomas were identified and reviewed and main principles of OBL were considered at the same time. This paper examines the puzzles and challenge we faced in the reform process and shares our experiences and insights gained from such curriculum reform in teacher education.