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STEM VS SCIENCE AND

MATHEMATICS EDUCATIONHong Kong Education Colloquium

30 October 2019Lap-Chee Tsui, Hong Kong Academy of Sciences

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OVERVIEW■ Innovation and technology development

– World trend– In Hong Kong

■ The need of a new generation of scientists and technologists – STEM education?– The Ecosystem of Innovation and Technology in Hong Kong

– The Science, Technology and Mathematics Education (in the development of the innovation and technology ecosystem of Hong Kong)

■ The Academy’s response to the Task Force Report on Curriculum Development■ Further discussion on STEM education 1

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Science, Technology and Innovation in the New Economy (OECD Policy Brief 2000)… science, technology and innovation are now key to improving

economic performance and social well-being

… if governments want to obtain the benefits from this

transformation they will have to put the right policies in place

… Increasingly, government must become a facilitator, enabling business and consumers to adapt to the demands and opportunities of the new economy

… investments in fundamental research and ensuring

stakeholders’ involvement in policy design and implementation, ... 2

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G7 Academies Joint Statement – May 2017New economic growth: the role of science, technology, innovation and infrastructure

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■ Policy recommendationsi. Expand investment and capabilities in science and pre-competitive

technologiesii. Increase investment in infrastructures – both tangible and intangible

– that contribute to inclusive development and to progress in science and technology

iii – vi …■ Challenges

– Science and technology for growth and sustainability… make sure that investment in science, technology, innovation and infrastructure expands its

contribution to sustainable and inclusive world growth

– Technological and innovation drivers for a new growth… digitisation and automation of production … smart systems … artificial intelligence …

biomedical technology … sustainable technologies … nano, bio and quantum technologies …data science

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New economic growth: the role of science, technology, innovation and infrastructure

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Innovation & Technology: Ecosystem

Human Resources

Business

Government

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Development of a sustainable innovation and technology ecosystem

■ Human resources■ R&D activities■ Business environment■ Investors, start-ups and entrepreneurs■ Government policies and regulations

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WHAT IS STEM

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What is STEM?■ Science■ Technology■ Engineering

■ Mathematics■ Traditionally, science subjects and mathematics are

taught separately■ STEM education ≠ S+T+E+M. It is an attempt to

integrate all elements to promote creativity and innovation

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h ttp ://w w w .ed .gov/stem

認識 探索 從事 改變

Who came up with the idea?

■Education for Global Leadership■ “Science is more than a school subject, or

the periodic table, or the properties of waves. It is an approach to the world, a critical way to understand and explore and engage with the world, and then have the capacity to change that world….”

- by President Barack Obama, 23 March 2015

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Lost in translation

■ STEM Education (科技創新教育)■ 科技創新 – Innovation driven by

science & technology (科創)■ 創新科技 (創科)■ 創新及科技局 （Innovation and

Technology Bureau)

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INNOVATION versusCREATIVITY, INVENTION and SCIENCE Maryann Feldman (UNC), The Significance of Innovation, Rotman School of Management University of Toronto (2004)

■ INNOVATION vs INVENTION – Invention is the creation of a new concept; innovation is

reducing that concept to practice, and making it a commercial success

■ INNOVATION vs CREATIVITY – Creativity is coming up with ideas; innovation is bringing ideas

to life

■ INNOVATION vs SCIENCE – Science is the conversion of money into knowledge; innovation

is the conversion of knowledge into money1 1

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h ttp ://w w w .ed .gov/stem

Increase demand for science and technology skills in USA• In need of quality S&T learning opportunities• Focus to nurture students to take science and technology

disciplines as their career• Projected percentage increases in S&T jobs 2010-2020• All occupations – 14%• Mathematics – 16%• Computer system analysts – 22%• Systems software developers – 32%• Medical scientists – 36%• Biomedical engineers – 62%

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Science and technology in China■ According to Accenture Institute for High Performance

(which develops and publishes practical insights into critical management issues and global economic trends):

■ In 2011, 41% of all degrees awarded in China were in science and technology subjects, which was double of UK and three times compared to US– China – 41%– India – 26%– UK – 22%– Japan – 18%– Brazil – 14%– USA – 13%

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(S o u rc e : T h e O b s e rv a to ry o n B o rd e rle s s H ig h e r E d u c a tio n – T h e G lo b a l R a c e fo r S T E M s k ills )

(S o u rc e : F u n g B u s in e s s In te llig e n c e C e n tre - R e d e fin in g C h in a ’s d e v e lo p m e n t p a ra d ig m u n d e r th e N e w N o rm a l)

Science and technology in China■ In the 11th Five-Year Plan 十一五(2006-10), the

Ministry of Science and Technology 科學技術部remarked that a total of RMB200billion be invested in science & technology, aiming to turn China to the second biggest R&D investor in the world

■ In the 13th Five-Year Plan 十三五(2016-20),strengthening innovative in science and technology remain as one of the backbone of new developments.

■ China has already emerged as a major exporter of high-tech products, its progress in science and technology is expected to be solid.

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Hong Kong as an international centre of innovation for science and technology

Search

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Strengths of Hong Kong

[The World Economic Forum’s Global Competitiveness Report 2015–16]

■ Common law legal system, metropolitan culture, high-quality infrastructure, and geographic location■ The most significant international financial hub in

Asia, the gateway for Chinese companies as well as for foreign companies■ Global competitiveness in infrastructure, financial

markets, efficiency of its goods and labour market, and rapid adoption of advanced technology

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Hong Kong school systems and university research excellence

■Secondary education – strong foundation for scientific subjects– Impressive performance in TIMMS and PISA

■Tertiary education – globally competitive research ranking – 5 universities in top-100 universities

worldwide1 7

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R&D personnel per million population

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Small Pool of Researchers

Hong Kong’s postgraduate awards, as a percentage of higher-education

awards, is around 8%, lower than that of many OECD countries. Moreover,

the total number of R&D personnel of Hong Kong, including those in the

private sector, is only 26,000 (Census and Statistics Department, 2014). Its ratio

of R&D professionals to the overall population is lower than that of many

OECD countries (Figure 9). In order to improve Hong Kong’s innovation and

technology capacity, and expand the currently small scale of the industry,

Government must increase investment.

Figure 9. Research Postgraduate Awards as a Percentage of Higher-Education Awards

Country/Region

Shar

e of

Tot

al H

ighe

r Edu

catio

n-Aw

ards

(%)

Source: Clark and Lunt, Census and Statistics Department

0%

5%

10%

15%

20%

25%

30%

35%

40%

Hong KongIndiaSpainGermanyUSAustraliaNorwayEnglandScotland

Mean = 26% 37%

33% 33% 32%30%

28%25%

13%

8%

Figure 10. R&D Personnel per Million Population

Country/Region

No.

of R

&D R

esea

rche

rs (P

er M

illion

Peo

ple)

Source: World Bank

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1,000

2,000

3,000

4,000

5,000

6,000

7,000

8,000

HongKong

FranceUSUKGermanyJapanSwedenKoreaSingaporeIsraelDenmarkFinland

Mean = 5,209 74826730 6602 6438

59285181 5158

4138 4024 3979 3918

2925

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Total R&D spending as percentage of GDP

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Government R&D Spending Level R&D Lags that of Other OECD Countries

The HKSAR Government lags behind in investing in R&D, relative to its

regional peers and other OECD countries. Total R&D investment in Hong Kong

was around HK$15.6 billion in 2013, or 0.73% of GDP; with public (government

and higher education) accounting for 55% and 45% by the business sector.

The ratio is much lower than that of most OECD countries and other Asian

peers. In public R&D spending, Hong Kong’s ratio of 0.4% to GDP is below 0.7% of

the US, 0.9% of Germany and 0.8% of Singapore, Korea and Japan.

Figure 11. Total R&D Spending as a Percentage of GDP

Country/region

Shar

e of

GD

P (%

)

* 2012 for Singapore and 2013 for all others.Source: OECD, Hong Kong Government Statistics

0%

1%

2%

3%

4%

5%

HongKong

UKNether-land

Singa-pore

ChinaFranceUSGermanySwedenJapanKoreaIsrael

Mean = 2.6%4.2% 4.1%

3.5%3.3%

2.9% 2.8%

2.2% 2.1% 2.1% 2.0%1.6%

0.7%

Figure 12. Government R&D Spending as a Percentage of GDP

Country/Region

Shar

e of

GD

P (%

)

* 2012 for Singapore and 2013 for all others.Source: OECD, Hong Kong Government Statistics

0.0%

0.2%

0.4%

0.6%

0.8%

1.0%

HongKong

ChinaUKIsraelUSTaiwanFranceSinga-pore

JapanKoreaNether-lands

GermanySweden

Mean = 0.7%1.0%

0.9%0.8%

0.9%0.8% 0.8% 0.8%

0.7% 0.7% 0.7%

0.5% 0.5%

0.4%

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The economy of Hong Kong(GDP by economic activity from Census and Statistics Dept)

0%10%20%30%40%50%60%70%80%90%

100%

2011 2012 2013 2014 2015

Serv ice

Construction

E le ctr, ga s,wa te r, wa ste

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Services (2015)Import/export, whole sales and retail trades 22.7 (%)

Accommodation and food services 3.4

Transportation, storage, postal and courier services

6.5

Information and communications 3.5

Finance and insurance 17.6

Real estate, professional and business services 10.9

Public administration, social and personal services

17.5

Ownership of premises 10.6

Total percentage of GDP 92.62 1

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Manufacturing sector as percentage of GDP

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1983 19861980 1989 1992 1995 1998 2001 20072004 2010 2013

Figure 18. Manufacturing Sector as % of GDP

Year

Sha

re o

f GD

P (

%)

Source: CEIC

0%

5%

10%

15%

20%

25%

30%

35%

40% Taiwan

Korea

Singapore

HK

Figure 19. Breakdown of Sector GDP for Selected Regions and Industries

Sector

Sha

re o

f GD

P (

%)

Source: CEIC

0%

5%

10%

15%

20%

25%

30%

35%

BusinessServices

Finance &Insurance

IT & CommTransportCateringManufacturing

HK

Singapore

Switzerland

Beijing

Shanghai

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Innovation and technology development had a slow start in Hong Kong

■ Research activities loosely organised at universities■ Formal funding introduced by Research Grants Council only in the

early 90’s■ Further progress made after the two reports by Chancellor CL

Tien of UC Berkeley in the late 90’s– Establishment of the Innovation and Technology Fund and the

Applied Science and Technology Research Institute– Attraction of returnees and talent from overseas– Graduate building up of research capacity, especially with links to

the Mainland– Establishment Science Park and Cyberport

■ Establishment of the Innovation and Technology Bureau in 2015

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HK government’s investment in R&D in recent years

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《HK government’s investment in R&D in recent years

$20b

HK$100 Billion

Bio Tech A.I. & Robotics Smart City Fintech

Research Endowment Fund (UGC)

$20b

Lok Ma Chau Loop (HKSTP)

$16b

University R&D Facilities (UGC)

$10b

Hong Kong Science Park

$10b

Innovation & Technology Fund

$10b

InnoHK (ITB)

$5.5b

Cyberport

$3b $3b

Research Matching Grant

Research Postgrad Tuition Waiver

Double R&D from 0.73% to 1.5% GDP by 2022 ($45b/year)

Include “impact” as a Research Assessment

criterion

Technology Talent Admission and

Technology Talent Scheme

Research funding from the Mainland

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REPORT 1:THE ECOSYSTEM OF

INNOVATION AND TECHNOLOGY IN HONG

KONG2 6

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■ A report commissioned by Our Hong Kong Foundation (December 2015)■ Authors: Lap-Chee Tsui, Rita Lun, Edwin Cheung

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Summary of the Report■ Key findings

– High overall competitiveness as an international financial hub but relatively low in innovative capacity

– Low R&D spending (0.7% GDP)

– Poor intake in science and engineering subjects among local tertiary institutions

– Universities primarily on discovery research

– Weak manufacturing base– Weak government support – laissez-faire attitude

– Start-up activities just beginning

■ The lack of a sustainable ecosystem of innovation and technology in Hong Kong

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Key recommendations

■ Substantially increased investment in research capacity

■ Reform KPIs of universities and research funding mechanisms

■ Review regulatory environment to create space for innovation

■ Prim ing a sustainable start-up ecosystem and faster business dynamism

■ Collaboration with Mainland China (especially Shenzhen)

■ Strengthen the basic foundation of Smart City

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REPORT 2: THE SCIENCE, TECHNOLOGY

AND MATHEMATICS EDUCATION

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SCIENCE, TECHNOLOGY ANDMATHEMATICS EDUCATION

Technology Ecosystem of Hong KongSCIENCE, TECHNOLOGY ANDMATHEMATICS EDUCATION

Technology Ecosystem of Hong Kong

Authurs: Rita Lun, Ma Siu-leung, Henry NC Wong, Lap-Chee TsuiPlease visit: www.ASHK.org.hk 3 1

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What has been the problem?■ Sound primary and secondary school system, and

internationally renowned tertiary education

■ Top achievements in science and mathematics for our

students at or below age 15, according to the Programme for

International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMMS)

■ Many science exhibitions and competitions

■ However, the above is not being translated into high enrolment in science, technology and mathematics subjects at the senior

secondary education level 3 2

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The disconnect■ Science, technology and mathematics education not

being extended to all students ■ Poor enrolment in advanced Math studies ■ Broad-based science training on decline ■ Possibly due to the lack of a strong manufacturing base

and the weak R&D spending■ University admission system, leading to

– over-emphasis on Core Subjects

– poor recognition of advanced Mathematics

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Our recommendations1. Trim the Core Subject requirement to achieve a balance between

Science and Non-Science education

2. Introduce module flexibility to provide choice for students in

choosing Science subjects

3. Give proper recognition to advanced Mathematics to stimulate enrolment

4. Universities to review the “3-3-2-2” common minimum entrance

requirement and individual programme admission requirements to encourage students to take more Science subjects

5. Diploma of Secondary School Education

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Task Force on Review of School Curriculum■Six directions recommended in the consultation

document published in June 20191. Whole Person Development (全⼈發展 )2. Values Education (價值觀教育 )3. Creating Space and Catering for Learner

Diversity (創造空間和照顧學⽣多樣性 )4. Applied Learning (應用學習 )5. University Admission (⼤學收⽣ )6. STEM Education (STEM教育)

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The Academy’s response to the TFRSC recommendations■ The Academy is glad to see the Task Force has set:

the laudable objectives of whole-person development, value education, creating space and catering for learner diversity, and applied learning opportunities … responding to the general call for trimming down and increasing flexibility on the 4 Core subjects in the DSE …but has offered 5 comments:

1. Need more vision and recommendations in a vertical dimension, i.e., addressing the quality as well as the depth and breadth of students’ learning experiences (over and above the learning attitudes)

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Cont’d2. Advanced Mathematics education should be

a separate subject3. Encourage students to take more Elective

subjects4. STEM education should never be a separate

subject in DSE5. University General Entrance Requirements

should not be linked with the review of school curriculum

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FURTHER DISCUSSION ON STEM EDUCATION

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STEM Education under EDB (Dec 2016)1. Updating the curricula of the Science, Technology and

Mathematics Education Key Learning Areas (KLAs), including KLA Curriculum Guides and relevant subject guides, with the focus on nurturing students' creativity, collaboration, problem-solving skills and innovativeness through student-centred pedagogies, and on paving the way for nurturing students' entrepreneurial spirit in senior secondary subjects such as applied learning courses;

2. Strengthening the provision of quality learning experiences to students through support to schools on whole-school curriculum planning and collaboration with relevant organisations; 3 9

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STEM Education under EDB (cont’d)3. Offering KLA-based and cross-KLA learning and teaching

resource materials to schools to enhance the learning interest and effectiveness, and providing additional resources support for schools to cater to their school-based needs;

4. Enhancing professional capacity, knowledge transfer and cross-fertilisation among schools and teachers for building communities of practice on STEM education;

5. Synchronising contributions from different community key players to enhance the promotion of STEM education in the territory; and

6. Adopting actions to continuously review the development of STEM education, consolidate good practices for dissemination and generate knowledge for transfer.

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Further understanding

■ STEM education does not replace traditional teaching of science and mathematics

■ Teaching of science and mathematics has to start from fundamental principles to increase in complexities gradually

■ There is no engineering subject in primary and secondary schools

■ Engineering is an application of scientific discoveries

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TF’s recommendations on STEM Education■ Strengthen STEM education in primary and secondary schools so

as to develop students’ capacity to apply knowledge and skills acquired in different STEM-related subjects in an integrated and creative manner to solve daily problems

■ STEM ≠ S+T+E+M

■ At present, STEM is not a subject in the school curriculum … (meaning?)

■ EDB to state clearly the expectations of implementing STEM education at the primary and secondary levels, in particular, in the acquisition of a STEM mindset and skills, and a broad-based STEM literacy in students

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TF’s recommendations on STEM Education (cont’d)

■ EDB should address the different needs of schools by stepping up territory-wide support for STEM education – facilitate schools’ planning and implementation of

STEM education by providing a set of learning framework or curriculum guides on STEM education

– strengthen the professional capacity of teachers and principals

– STEM co-ordinators at both the primary and secondary levels

– Local STEM resources centres 4 3

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Specific comments on STEM Education■ EDB may facilitate schools’ planning and implementation of STEM

education but it should not provide in any form a learning framework or curriculum guides

■ The Academy agrees that STEM education is promoted through the Science, Technology and Mathematics Education Key Learning Areas (KLAs) in primary and secondary schools

■ The Academy supports STEM education activities through provisions of experiential learning opportunities for students, such as STEM laboratories, science fairs and robotic competitions in extracurricular activities, which are good ways to uncover and elevate students’ interests in pursuing scientific and engineering studies in the future activities

■ Science and mathematics education are built on layers of fundamental knowledge that require incremental assembly of principles and concepts

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The Academy feels strongly that

As proper science and mathematics education should not be replaced by general STEM activities, the EDB should approach the needs of science and mathematics education by providing students with adequate learning opportunities (through freeing up the study hours for the Core subjects) and instilling the concept of interdisciplinary knowledge integration and application through extra-curricular activities

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1) Promote the development and advancement of science and technology in Hong Kong

2) Promote and advance the teaching of science and technology in Hong Kong

3) Educate and inform the public on issues pertaining to science and technology

4) Foster Hong Kong as a center of scientific excellence

Professor Vic Law 羅 團 教授

President

T: +852 3543 5915

E: ya@ashk.org.hk

W: https://yashk.org.hk

Unit 702, 7/F, Building 10W, 10 Science Park West Avenue

Hong Kong Science Park, Shatin, Hong Kong

港沙田 港科學園科技大 10號 10W座 7樓 702室

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CONCLUDING REMARKS

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