(......Continued)
We have ensured our campus hostels are
lively communities where students can develop social
and life skills to supplement their studies. In 2002-03
we continued to run tailor-made personal and professional
development programmes. In addition, students organised
their own activities, including high-table dinners,
orientation camps and inter-hostel competitions.
Although part-time students cannot take
part in campus life to the same extent, we also actively
extend our care and support to them through counselling
and career guidance services.
Developing all-round
skills
We believe that students who participate in extra-curricular
activities will acquire knowledge and skills that will
better prepare them as teachers. Accordingly, students
are encouraged to participate in a wide range of pursuits
either as organisers or participants.
Student-led Personal Development Programmes
reflect this emphasis. A wide range of interest groups
was arranged in 2002-03 including leadership development,
careers, culture and creativity, service learning, environmental
learning and sports and recreation.
Our Quality Teacher Development Award Scheme
helped students chart their progress in five key areas
of professional development. Activities during the year
included personal development programmes, professional
enhancement, general education, community service projects
and cultural activities.
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Helping each other
Both academic and non-academic support is catered for
through our Personal Tutorial Scheme. This aims to enhance
students' overall personal and professional development.
Small discussion groups focus on issues such as teacher
professionalism, choice of electives, challenges of
field experience, adapting to their new environment
and individual personal concerns. Feedback from students
in 2002-03 showed that they greatly valued the support
provided.
Helping the wider
community
Students are encouraged to participate in the wider
community as a means of enhancing their awareness of
community needs and developing the pastoral skills they
will need as teachers. Over a third of our full-time
students regularly engage in community service of various
kinds.
Examples last year included serving as
counsellors for primary school children, helping the
elderly, working with at-risk adolescents and operating
an on-line tutor project for Radio Television Hong Kong.
Student groups also actively contributed
to environmental protection projects, preventive health
care projects and services for children with disabilities.
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