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.

Task-based teaching and learning is one of the major concepts underpinning the recent territory-wide curriculum reform in Hong Kong, namely Target-oriented curriculum. However, some studies show that most of the teachers found the concept of TBL vague (INSTEP 1996; Lam 1996). This paper examines how a group of in-service teachers constructed the meaning of the concept through collaborative planning, implementation and evaluation. It is argued that one of the key factors for the successful implementation of a curriculum innovation is the presence of shared vision and collaborative culture. The paper will draw on data gathered from multiple sources, namely teachers' lesson plans, lesson evaluations, lesson observations and follow-up interviews. The second part of the paper will give a brief report on an experience in collaborative culture. Initial suggestions for the design of school-based staff development programmes to rationalize a curriculum innovation will be made.

This action research attempted to explore how problem-based learning could be applied to help unmotivated students in a practical school in Hong Kong. Data were drawn from 2 Commercial Studies classes of 30 students. Quantitative data regarding students' off-task and active learning behaviors were collected through the use of questionnaires. Besides, observation and interview were conducted to review students' attitude change in learning, and their ability to apply knowledge. The findings showed that problem-based learning enhanced active learning and co-operation among students. There were no data to support the long-term effect of this approach. It was recommended that teacher training, alongside other methods, should focus on student-centered pedagogy and curriculum to help unmotivated students.
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This article aims to evaluate the alignment between subject learning outcomes (SLOs) that represent the role of the Department of Curriculum and Instruction (C&I) and the course curricula documents. Content analysis was conducted to map SLOs in the curricula documents of a set of compulsory courses offered by the department of C&I. A hermeneutic perspective was adopted by four academic staff members who were involved in the mapping process, which considers curriculum scrutiny as an opportunity of reflective dialog. Findings suggest that though SLOs were adequately addressed in courses offered in various programs, the coverage and depth of studying SLOs may differ in different programs, such as Bachelor of Education and Post Graduate Diploma in Education. In this study, curriculum mapping was facilitated by deliberative dialog among participants, which made the mapping exercise a validating professional development activity. Implications are discussed. Recommendations regarding curriculum evaluation and teacher training are similarly suggested.
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