Factors affecting the stakeholders' choice between Hong Kong New Senior Secondary Curriculum (NSS) and International Baccalaureate Diploma Programme (IBDP) : a case study of a Hong Kong secondary school

Abstract

According to the recent reform of local curriculum and restructuring of schools, there is no need for Hong Kong students to take two open examinations (Hong Kong Certificate Education Examination (HKCEE) and Hong Kong Advanced Level Examination (HKALE)). Instead, the secondary level has been changed into three years of junior secondary education and three years of senior secondary education (New Senior Secondary (NSS)) with only one open examination for students to take, which is the Hong Kong Diploma Secondary Examination (HKDSE). Study period in university has been changed into four years so as to accommodate the change in secondary education. Besides, the emergence of direct subsidized schools (DSS) allows the schools to enjoy more freedom in restructuring. Some of these schools also offer International Baccalaureate Diploma Programme (IBDP) for students to choose.

In this study, a case study was carried out. The objectives of the research were to find out what factors would affect school administrators to decide whether the school should offer IBDP or not. From the viewpoint of parents and their children, how do they decide the curriculum (NSS or IBDP)? How do teachers, parents and students comment on the mathematics curricula? What are the views of mathematics from NSS students and IBDP students? The research findings help to understand the factors concerned by the stakeholders and how the design of curriculum affects the views of the subject.

This study found that parents trusted IBDP because of accreditation, better curriculum, children’s choice and more choices when choosing universities. Students liked the mode of study and had the benefit to study abroad if they chose IBDP. In addition, school fee also affected their consideration when deciding curriculum. Same as parents, school administrators also concerned the accreditation of the curriculum.

For the mathematics curriculum, this study found that teachers preferred NSS mathematics curriculum more than IBDP but students enjoyed IBDP mathematics curriculum more than NSS. Their views on using technology were different too. Finally, this study found that the view of mathematics of these two cohorts of students was different. Students who solely studied NSS compulsory part treated mathematics as numbers and calculation only. However, NSS students who have also studied mathematics extended modules1 and IBDP students treated mathematics as a way to help develop logical thinking and problem solving skills. Although IBDP has a long history, it is a newly introduced curriculum in Hong Kong and students from different curricula have different views on mathematics. The study makes a contribution to understanding the various strengths of the IBDP curriculum. Finally some suggestions for changes in the local curriculum and further research are given.