This project aims to enhance the development and delivery of General Education (GE) of sub-degree programmes through sharing of expertise among universities and sub-degree institutions in conjunction with visiting Fulbright Scholars from American universities. Contributions and participation was sought among sub-degree institutions for developing GE models and exemplars of GE subjects for sub-degree programmes collectively. The Fulbright Scholars have been working closely with the local universities in developing the GE curricula in the new 4-year bachelor degrees. Their participation brought to the sub-degree sector valuable GE development experiences in local and American universities. In addition to enhancing the quality of sub-degree GE, it is hoped that through alignment of GE curricula among sub-degree institutions and making reference to the degree sector, a Credit Accumulation and Transfer System of GE subjects between sub-degree and degree programmes can be facilitated.
The project was carried out in two phases: in Phase 1, a study of the GE curricula in both the university and sub-degree sectors was undertaken; and in Phase 2, a guide book on sub-degree GE curriculum together with some exemplar GE subjects were produced. Throughout the two phases, seminars and workshops were organized to share the existing GE development of universities and local sub-degree institutions as well as findings and products of the project. Eventually FSTE maintained a website sharing the latest sub-degree GE development models and a collection of GE subjects that are endorsed by it as high quality exemplars.
The project was led by the FSTE Working Group on General Education Curriculum and supported by a part-time Project Officer under the supervision of the Working Group. A team of Fulbright Scholars, through the coordination of the Hong Kong - America Center, assisted the analysis of the GE curricula under the New Academic Structure gathered from all local universities and sub-degree institutions. Fulbright Scholars and GE faculties from local universities were invited to give views on the best practices of designing GE curricula and delivering GE subjects for sub-degree programmes. These views formed the basis of drawing up guidelines and best practices for developing and delivering Sub-degree General Education curriculum models and criteria on assessing the quality of credit-bearing sub-degree GE subjects. The results were then be shared with all sub-degree institutions and universities through workshops and seminars. GE teachers of post-secondary institutions and admission officers of universities were invited to engage in the exchange dialogues in working towards a GE credit accumulation and transfer system between the sub-degree and degree sectors.
The major tangible output of the project was a guide book in which different GE curriculum models, guidelines on GE curriculum design, best practices of delivering GE subjects, and some exemplar GE subjects were included. This guide book served as a ready reference for sub-degree institutions and GE teachers. This sharing of good practices would eventually enhance the quality of sub-degree GE and benefit all sub-degree students. If the guide book is widely adopted by sub-degree institutions and become a standard framework for sub-degree GE curriculum, it will facilitate better articulation between sub-degree programmes with the undergraduate programmes of local and overseas universities.