It gives me great pleasure to present my third Overview since I assumed office as President. 2009-10 was a crucial year following the promulgation of the Institute’s Strategic Plan 2009-12 and Beyond. Underscored by the “Education Plus” concept, during the year we progressed steadily with initiatives in transforming our capacities as articulated in the Strategic Plan.

At the postgraduate level, the first cohort of research students has been admitted to the new Master of Philosophy and Doctor of Philosophy programmes. In addition, a number of new taught Master’s degree programmes have been introduced. These include, among others, the Master of Arts in Music Education, Master of Arts in Global Ethnicity and Intercultural Citizenship, and Master of Social Science Education in Greater China Studies.

On the research front, we enhanced our research capacity through the establishment of a new Graduate School and by consolidating emerging research areas into Institute- and Faculty-level research centres. I trust that with the new research infrastructure in place, and new programmes offered, the Institute is well on the path of becoming an education-focused, multidisciplinary institution with strong research and research training capacities.

Strengthening programmes and research structure aside, we continue to enhance staff capacity through a global search for talent. During 2009-10, more scholars were appointed, and amongst whom Professor John Lee, an academic recognised for his outstanding leadership and expertise in education, will take up the position of Vice President (Academic). Under the stewardship of Professor Lee, the Institute is poised to advance further on the academic front.

With an increasing number of eminent scholars joining our ranks over the past couple of years, a research-active culture has taken shape at the Institute. Our academic staff are more actively engaged in research and research related activities, and are reporting their research findings in high quality publications.

In strengthening its research capacity, the Institute continues to attach equal importance to teaching. We support teaching innovations with grants and development programmes, commend outstanding staff through the Teaching Excellence Awards Scheme, and promote a culture of quality by encouraging the sharing of good teaching practices among staff.

Hong Kong’s education system has long been hampered by an elitist tradition. Each year, despite grades that would allow them entry to universities elsewhere, only 20 percent of our young people have the opportunity to receive tertiary education in Hong Kong. At the Institute, we continue to attract the right calibre of students who aspire to become teachers or join professions in which they can usefully apply their knowledge and skills. To prepare them to take on future careers with competence and confidence, the Institute nurtures its students through a “Total Learning” experience. This experience is built on formal curricula and co-curricular activities, which take place both within and outside Hong Kong. In the years they are with the Institute, apart from their academic pursuits, our students are given ample exposure and opportunities to outgrow themselves.

By adding values to their education, my vision is that our students, upon graduation, will be transformed into confident young professionals, characterised by an enthusiasm for lifelong intellectual pursuit, social commitment and global awareness.

Meanwhile, the Institute’s preparations are in full swing for the upcoming 3-3-4 academic structure*, to be implemented in 2012 at the higher education level. We are strengthening our curriculum by restructuring the entire General Education framework to provide all students with a combination of core foundational courses and a wide range of electives covering various disciplinary domains and modes of inquiry.The Institute is exploring the possibility of offering double degrees, double majors and top-up Master degree programmes for our future students under the 3-3-4 academic structure. These learning paths will fortify the breadth and depth of our students’ knowledge, preparing them to face future challenges with a solid foundation.

By “Powering Education”, we aspire to become a “Progressive Institute” marked by our humanistic convictions and societal mission, championing innovation and change to the education landscape of Hong Kong and beyond. Education enhances knowledge, awareness, social mobility and life opportunities. It makes cities and nations work. By embracing Education the Institute also takes upon itself the role of a key agent of change. Locally, we seek to advance knowledge creation and transfer to benefit schools, and promote a “learning society” among the wider community. Beyond Hong Kong, we seek to play our distinctive role in leading education and policy discourse and shaping regional and global agendas for education and social progress.

By “Powering Education”, we contribute, along with our sister universities, towards strengthening Hong Kong’s position as a major education hub. We aim at producing quality school teachers and professionals in complementary fields such as language, global studies, environmental studies, health education, and arts and culture; pioneering innovative curriculum and learning and teaching pedagogies; and active intellectual and research pursuits in the advancement of knowledge and the understanding of humanity.

In the course of its development, the Institute has been learning from counterparts that have similar historical backgrounds. From normal universities in the Mainland and Taiwan to universities of education in Korea, Japan and continental Europe, the migration from an education-centred to a multidisciplinary institution is a traceable evolution common to their transformation and expansion. Without exception, these universities continue to lead in education as their special mission. Learning from their experiences and with its own niche, the Institute is moving steadily towards becoming a leading university of education in the region with diversified programme offerings and discipline strengths, and a clear social goal.

* The official title of the 3-3-4 academic structure is the New Academic Structure for Senior Secondary Education and Higher Education in Hong Kong. Under this structure, students will receive six years of secondary education (three junior and three senior), and four years of university education.

Professor Anthony B. L. Cheung, GBS, JP
President