The Finnish education system has been frequently regarded as one of the most successful models in the 21st century. Its recent reform of the National Core Curricula puts emphasis on collaborative classroom practices, phenomenon-based enquiry and project-based/interdisciplinary learning, which aim to promote the development of seven key transversal competences in Finnish students. Against this background, a group of 15 teachers embarked on a learning journey to Jyväskylä, the origin of Finnish teacher training and home to the oldest educational and pedagogical institution in Finland – University of Jyväskylä.


In this Jyväskylä-based study programme, the participants not only acquired knowledge of relevant theories, research, latest policies and practices in Finland, but also got inspired through their daily observation in every corner of the schools and interaction with different people. More importantly, they gained insight into how the successful lessons in Finnish education may be adapted in the Hong Kong context.

The participants successfully completed the study programme in Finland in April - May 2018. Let's hear their stories and see how they have been inspired by their journey!

• STEM learning in a girls'  school
• Responsibility for the environment - a whole school approach of Environmental Education in KTS
• Entrepreneurship trend in Kwai Chung
• New Technology for aging seniors
• One for All , All for One
• WE S.A.W. Why – S.2 Dreamstarter    創夢體驗式學習
• Create your own project
• The Next Generation Vehicles
• Aquaponics - Project-based learning with cross-discipline curriculum integration
• Be an active learner - Bringing English into life
• Make a difference in our neigbourhood
• eMakerHub
• i-CARE
• Application of Drones in Interdisciplinary Learning  and Entrepreneurship Education
• From Product Design to Life Design    從產品設計到生涯規劃

Australia has developed a comprehensive and inclusive strategy to provide support for students with SEN. In Victoria, the "Special Needs Plan" has recently been implemented. It is part of the Victorian Government’s vision to promote inclusive practices in schools to better support all children and young people, including those with disabilities and additional needs. Equipped with the above background knowledge and their own expertise in catering for students with SEN, a group of 20 teachers set off on their learning journey to Australia for an in-depth exploration.


In this Melbourne-based study programme, the participants learnt more about relevant theories, research and policies in Australia, and more importantly, got a first-hand experience of the inclusive environment in schools and beyond.

With their study journey to Australia successfully completed in April - June 2018, the participants have returned inspired and spirited. Below are some highlights of their rewarding journey.

• Parent Education Program : Supporting the whole person development of student with ASD    家長教育計劃 : 支援自閉症學生的全人發展
• Promoting assessment as learning in vocabulary learning through identifying students’ learning needs from data analysis of online quizzes
• Exploring the use of strength-based approach in catering the learning of students with special educational needs inside classroom
• Big Pal Club - A mentorship programme
• The effective of differentiated worksheets and teaching mode on enhancing learning motivation in English of students with Special Educational Needs
• How does parents and teachers partnership help enhance outcomes for SEN (Mental Impairment) students through strength-based model?
• Everyone as one
• An Implementation of Guidance Mentorship Scheme in Supporting Students with  Emotional and/or Social Inclusion issue(s) at a Mainstream Secondary School in Hong Kong
• Using a whole school approach to promote inclusive education in a secondary school in Hong Kong
• How Digital Teaching Package Enhances Motivation & Self-efficacy of Students with Dyslexia in Learning English Writing
• We Support Programme    課後學長計劃
• Collaborative Support for Students with Intellectual Challenge and Autistic Spectrum Disorder in a Hong Kong Special School
• Catering the Learning Diversity in Junior-Form English
• Transition Planning    轉銜
• How does the effectiveness of physical activity affect the learning attitude of SEN students?    體育活動的有效性如何影響有特殊學習需要學生的學習態度？
• Using Visible Thinking Routines as a Pedagogy for teaching English in SEN class
• Can the SEN Curriculum Development Team Facilitate Teachers’ Professional Development?
• Evaluate The Effectiveness On Using Scaffolding Works Heets In Helping The Learning Of SEN (SPLD) Students To Increase Learning Motivation.
• Learn Effectively – for Students with Special Educational Needs (LESSEN)
• 於高中智障學童生涯規劃課程中推行「以強項為本」的個別學習檔案

In the Programme for International Student Assessment (PISA) 2015, the UK performed above the Organisation for Economic Co-operation and Development (OECD) average in Science, with a higher percentage of students being top performers when compared to Hong Kong. Students in the UK also showed a stronger support in scientific methods of enquiry and demonstrated greater self-efficacy in science. Back in 2009, the Department for Education (DfE) published the Report of the STEM Review and laid down the initiatives in promoting STEM education. Against this background, a group of 15 teachers embarked on their learning journey to the UK.


In this Exeter-based study programme, the participants were offered valuable opportunities to acquire knowledge of relevant theories, research, latest policies and practices in the UK. Through structured courses and attachment in local schools, they had a taste of the learning and teaching both inside and outside the UK classrooms.

The participants successfully accomplished their study programme in the UK in April - May 2018. Let’s celebrate their success and share their impressive experience!

• Better Life Quality in Golden Age    黃金歲月的美好生活
• STEM Space Challenge
• Creative Technology - STEAM in formal curriculum    創意科技
• An Action Research on Enhancing Students’ Understanding in Artificial Intelligence through STEM Activities
• How might a STEM project on flip-flops encourage STEAM career aspirations for female students?
• "Technology for living"   「生活‧科技」
• Self-directed learning in STEM education for learner diversity    透過自主學習推動STEM教育以達至照顧學習多樣性
• Developing a School-based STEM education framework with the theme "From We to Society"
• Reinvent the ancient weapons
• STREAM for Girls: : Making your organic skincare product
• The "STEAM Engine" Empowered Learning
• Enriching Students’ Scientific Thinking Through STEM Activities : Building up Science Capital and Improving Reasoning Skills    運用STEM學教活動以增潤學生的科學思維能力 – 建構及提升學生的科學資本與解釋科學的能力
• A Study on Productive Failure as a STEM Pedagogy
• Enhancing  the Creativity of S1 students through the Project based Learning "Innovative Invention for the life"
• Dialogic Approach enhance Problem Solving Ability

The learning journey for each Programme under the Scheme was unique. To help consolidate participants' learning journey and provide opportunities for them to share their experience and insights with each other, a debriefing session was held on 22 June 2018 at EDB Kowloon Tong Education Services Centre. Participants from all three Programmes were excited to meet again and relive the happy moments during their 4- to 6-week overseas experience. They were eager to share with each other the fruits of their learning so far.





Participants’ learning journey started as early as February 2018 when they first met up to get to know each other, discuss logistics arrangement and start their pre-trip preparation. Professional learning communities were formed to exchange information on the education system, latest curriculum development, strengths in learning and teaching, etc. in the destination countries. They were all excited and looked forward to the 7 to 9 weeks of undisturbed study.

The Launch Ceremony on 16 March 2018 began with a welcoming remark by Mr Benjamin YUNG Po-shu, Principal Assistant Secretary (Professional Development & Training). We were happy to have Prof. Horace IP Ho-shing, the chairperson of Vetting Committee, share his comments on participants' proposals of their school initiatives and researches in general. After photo-taking, Mr CHAN Cheung-lam, the principal of Lung Cheung Government Secondary School, delivered his speech to show his best wishes and encouragement for the participants. He strongly advised participants to grasp this golden opportunity to broaden their horizons and spare time for deeper reflection. Before ending his speech, he stressed the importance of colleagues’ and principals’ support for the successful implementation of participants’ school-based initiatives and researches.