SDG 04: Quality Education

SDG 04:
QUALITY EDUCATION

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

T&L Activities
Research

Engaging local artists through graphic design

The service-learning course “Studio: Graphic Design” was led by Ms Pat Wong, Ms Heesun Seo and Ms Elaine Ng of the Academy of Visual Arts, in collaboration with Asia Arts Archive, a non-profit organisation dedicated to documenting contemporary art history. Through the course, students delved into research on local artists and their works, engaging in interviews with these individuals. The students also crafted unique zines for each participating artist, demonstrating their ingenuity and concerns about societal issues through their artistic prowess and graphic design skills. Their artwork was showcased in a public exhibition at Current Plans, a gallery located in the heart of Kowloon.

Cultivating social consciousness through Chinese song lyric writing

Led by Professor Chow Yiu-fai of the Department of Humanities and Creative Writing, the servicelearning course “Chinese Song Lyric Writing” aimed to foster students’ social consciousness and empathy through creative writing while honing their lyric writing skills. The chosen themes for the course were “Impermanence” and “Home”, and the students collected personal narratives from a diverse range of 36 individuals. This included homeless people, elderly individuals living alone, foreign domestic assistants, LGBT families, refugees, and more. Drawing inspiration from these accounts, the students crafted songs that narrated the stories of different social groups. In addition to creating lyrics, the students also composed the music and performed their songs during two concerts, bringing their desired messages to a wider audience. The concerts garnered attention from both news outlets and social media platforms, further amplifying the impact of this service-learning course.

Learning about Korean culture

The International Office collaborated with the Consulate General of the Republic of Korea in Hong Kong and the Korean Cultural Center in Hong Kong to organise the Hallyu Haru! Korean Fiesta 2023, a vibrant event aimed at promoting cultural exchange. To kick off the festivities, Cheongsachorong, a traditional Korean lantern, was illuminated, and a toast with Omija-cha, a Korean herbal tea, was arranged. With the support of esteemed Korean institutions, this immersive cultural experience took place on campus and attracted over 1,500 members of the University community. The event featured a variety of engaging activities, including an outdoor Korean movie screening accompanied by Col-Pop tasting, and the Ddakji challenge inspired by the popular series “Squid Game.” Participants could try on Hanbok, the traditional Korean attire, and enjoy authentic Korean street food. Additionally, there were demonstrations of Taekwondo and K-pop dance performances. Overall, the event provided an enriching platform for cultural exchange.

Supporting students with physical impairment

Through innovative pedagogies, HKBU faculty members are committed to providing the “Best Student Experience” for all students, including those who face mobility challenges. In a workshop organised by the Centre for Holistic Teaching and Learning and the Unit for Students with Special Educational Needs, three speakers were invited to share their valuable insights on delivering and receiving support for high-quality teaching and learning. One of the speakers was an alumnus from the class of 2019 who shared his personal learning journey at HKBU. He also discussed his entrepreneurial venture, which focuses on developing computer software to benefit other physically-challenged learners.

Empowering students to pursue academic excellence and holistic development

Quality education transcends the boundaries of the classroom, extending to every facet of a student’s life. The true essence of education lies not just in academic brilliance but in the holistic development that prepares students for real-world challenges. At the heart of this vision is the support from generous individuals and organisations that provides the financial backbone to such endeavours.

The Office of Student Affairs hosted the Scholarship and Financial Aid Donor Appreciation Reception in May 2023 to express the University’s gratitude to donors for their generosity and unwavering support. The event was attended by nearly 250 donors, staff, and students, providing an opportunity for beneficiaries to personally thank the donors.

In the 2022-23 academic year, the University awarded over 2,800 scholarships and more than 150 bursaries, amounting to approximately HK$96 million. In addition, HKBU’s First-Generation University Student Fund had received HK$10 million in donations since its establishment in 2017, benefiting over 1,700 students. Project SEED received donations totalling nearly HK$12.5 million over the past three years. The HKBU SEED Fund, established under Project SEED in 2020, provided timely assistance to over 240 students in need and supported various initiatives, including service-learning and social innovation projects, student exchange programmes, as well as the Subsidised Internship Scheme and Virtual Internship Scheme.

To showcase the impact of the scholarships, two recipients from the School of Creative Arts shared their talents and learning experiences at the event. They expressed deep gratitude for receiving the scholarships, which not only recognised their achievements but also relieved their financial burdens, enabling them to pursue academic excellence and holistic development.

Social change, culture and creativity: Music education in China

Academy of Music
Author: Wai-chung HO

This research project investigates the relationships between social transformation, cultural diversity, creativity, and education reforms in music education in schools in China. The study employed a range of methodologies, including the analysis of official documents, approved music textbooks, and literature. Additionally, student questionnaires and in-depth interviews with students, teachers, and school leaders were conducted. An additional focus of this empirical research is to explore how teacher training, specialist knowledge, informed pedagogical decisions, and classroom practices intersect in the field of music education. By examining the impact of social change on creativity in music education, this project aims to cultivate culturally rich and creative practices that address the present-day educational challenges in China. Furthermore, this research contributes to a deeper understanding of the pivotal role that teacher expertise and informed decision-making play in advancing quality education and sustainability within music education and creative practices, particularly in the dynamic context of 21st century China.

Developing assessment literacy for classroom-based formative assessment

Department of Education Studies
Author: Ricky LAM

This special issue was developed over a period of 20 months and makes significant theoretical and practical contributions to the field of language assessment. The emphasis is always on prioritising learning how to teach rather than learning how to assess. The 10 articles in this special issue focus on the development of assessment literacy among schoolteachers and university instructors around the world, as they innovate learning-oriented formative assessment practices in diverse educational contexts, including Asia, Europe, and North America. This editorial explores the concept of classroom-based formative assessment and the reasons why stakeholders misinterpret and misuse this concept. The principal investigator and co-editor recommend that, in light of this dilemma, teachers should be encouraged to develop their language assessment literacy through formal teacher training and reflective practices from the bottom-up. However, they also acknowledge that, based on selected findings from this issue, the ongoing development of teacher assessment literacy in formative assessment strategies is progressing steadily but not quickly enough to keep pace with the ever-changing language assessment landscape.