The programme aims at training pre-service teachers who will be able to teach Business, Accounting and Financial Studies [BAFS] curriculum in the secondary schools.
On completion of the programme, students are expected to be able to:
Demonstrate a solid understanding of business and business-related disciplinary concepts and theories from an entrepreneurial perspective.
Apply business and business-related knowledge and skills to solve business problems in a responsible, creative and innovative manner.
Integrate business and business-related concepts, theories and approaches to form ethical decision-making.
Critically examine the contemporary issues in the business environment and technological advancement from global and multi-cultural perspectives.
Conduct systematic research to evaluate local, regional and global contemporary business and business education issues.
Display competent teaching and professionalism for quality business education provision in schools and beyond.
Credit Points (cps)
Major (including an Interdisciplinary Course)
Education Studies Core (Generic)
Pedagogy for Major
Final Year Project (Honours Project / Capstone Project)
Electives (including Free Electives, Minor or Second Major)
Note: Classes will be held in Tai Po Campus and Tseung Kwan O Study Centre / Kowloon Tong Satellite Study Centre / Sports Centre as decided by the University.
The BAFS Major aims to produce well-qualified teachers who are equipped with the competence to teach business subjects in secondary schools. The curriculum is built upon a contemporary business curriculum structure, which was planned in line with the fast-changing local and global social-economic circumstances. It embraces a whole range of business related-disciplines, including (1) Business Foundations, (2) Accounting, (3) Management and (4) Financial Studies, and their complex interrelationships in the theoretical and practical aspects. Business Foundations incorporates legal and ethical issues in business, Hong Kong and the global economy in order to provide a solid grounding in BAFS studies. Accounting essentially covers financial and managerial accounting. Management comprises entrepreneurship, organizational management, human resources and marketing management studies. Financial Studies cover personal financial planning, business finance, financial management and financial statement analysis. In particular, professional excellence, ethical responsibility and innovation are strongly emphasised and integrated throughout the Major in view of their importance in both the business and education fields. Positive values and attitudes of students will be highly expected and fully cultivated throughout the Major courses.
To enhance students' integrative and creative thinking in the technological advancement of business, an interdisciplinary course, "Technology in Business and Creativity", will be provided in the Major. Moreover, students will be able to pursue an in-depth study on either “Investment” or “Strategic Management” according to their interests and inclinations. Both formal and informal learning opportunities will be provided to students so as to keep abreast with the latest trends in the business and education fields. More importantly, students will be equipped with a multiplicity of teaching pedagogies and strategies for business-related studies that can deepen junior and senior secondary school pupils’ holistic understanding of the business and workplace environment.
Education Studies gives students the chance to study teaching and learning from an interdisciplinary perspective. Students will study early childhood/school education from psychological, sociological, philosophical, pedagogical and other perspectives. Students will develop a range of skills necessary for professional practice, such as problem-solving, critical thinking, creativity, communication, social interaction, ethical decision making and global perspectives. Education Studies helps students appreciate the importance of professional excellence, ethical responsibility and innovation to the role of a teacher. We aim for our graduates to become beginning teachers who are caring and competent, intellectually enthusiastic, socially committed, and globally aware.
The EdUHK’s General Education programme prepares students to be active agents of change, by broadening their intellectual horizons, helping them make connections among different areas of knowledge and between their formal studies and life outside the classroom, and strengthening their capacity for sound thinking and good judgement. It offers a varied but balanced mix of individual courses across a range of subject areas and disciplines, set within an integrated structure of (i) General Education Foundation Course, (ii) Experiential Learning, (iii) General Education Breadth Courses, and (iv) University ePortfolio with a total of 22 credit points (cps).
i. General Education Foundation Course (4 credit points)
General Education Foundation Course (GEFC) is a 4-cp course that will run in Semesters 1 and 2 and will be taken by all first-year students at EdUHK. In Semester 1 of Year 1, a new skill-based development/ thematic component is designed to equip students better for their intellectual development in the university context. In Semester 2 of Year 1, students are required to take part in lectures delivered by Chair Professors/ Professors and external Guest Lecturers on a wide variety of themes/ issues focusing on the domains of humanities, social sciences, science and environment. These lectures are substantiated by small class tutorials for the purpose of building communities of dialogue and inquiry that foster the intellectual growth of students.
ii. Experiential Learning (6 credit points)
Experiential Learning (EL) consists of Co-curricular and Service Learning Course (CSLC) and Experiential Learning Course (ELC). CSLC provides students with an opportunity to engage in learning in action and through action in real-life or work-place context while complementing, connecting with, and mirroring their learning experiences derived from formal curriculum. On the other hand, ELC encourages students to learn through experimentation, observation, reflection and (re-)conceptualization while undertaking a wide variety of activities, such as creative work, student-initiated enterprise/projects, thematic overseas trips, outward-bound training, etc.
Students are required to take at least one CSLC and one ELC starting from Year 1 (3 credit points each). Courses in Experiential Learning domain can be taken in parallel with Block Practice (BP) I and II (i.e. Field Experience and Experiential Learning Semesters). If that is the case, students need to ensure the course schedule does not clash with BP (students should check the information listed under the course outline and explore the feasibility with course tutors at the beginning of the semester). Students are encouraged to complete courses in EL domain before semester 1 of the final year as they will be engaged in BP II and data collection/ fieldwork of Final Year Project in this Semester. Careful academic planning on a personal basis is needed.
iii. General Education Breadth Courses (9 credit points)
Under the new curriculum (from 2019/20 onwards), the General Education Breadth Courses (GEBCs) (9 credit points) are composed of General Education Breadth Learning Strands (1-3) (GELS) (Level 1-2), Positive and Values Education (PAVE) Course and General Education Interdisciplinary Course (GEIC) (Level 4). Students have to take one from each of the components in order to fulfil the GEBCs (9 credit points) requirement.
These courses aim to equip students better for the study of the ontological, epistemological and/or methodological issues in a wide variety of disciplines. In addition, a new 3-cp GEIC (Level 4) will be offered on the cross-faculty basis for students from Year 2 Semester 2 to Year 3 Semester 1, in order to enable them to appreciate the complexity of issues and problems that transcend disciplinary boundaries and to make sense of them through dialogues across disciplines.
Students are allowed to take GELS and/ or PAVE Course(s) after the completion of GEFC or concurrently with GEFC in Year 1 Semester 2 if they are interested and their curriculum schedules allow. After the completion of any GELS/ PAVE Course, students are allowed to take the GEIC from Year 2 Semester 2 to Year 3 Semester 1.
iv. University ePortfolio (3 credit points)
University ePortfolio is a 3-cp “capstone” course which requires students, when they are approaching the end of their undergraduate studies, to reflect critically on their learning experience within General Education in their disciplinary, professional and co-curricular studies, as well as in their lives beyond graduation, and, to develop an integrated view of how and where they position themselves with respect to their future goals, plans, and aspirations. Students will prepare and submit an annotated University ePortfolio based on their experiences, reflections and stored artefacts from their undergraduate studies. Students are encouraged to keep electronic (soft) copies of all their coursework material starting with the completion of the GEFC for potential inclusion in the University ePortfolio.
The course will enable students to synthesise their learning experiences, by reflecting critically on the value and significance of what they have learned, making connections to their lives, and imagining their own futures.
Students are allowed to take the University ePortfolio course after completion of all GEBCs required (i.e. GELS, PAVE, GEIC). Also, they have to take the course in the semester of study assigned by individual programmes.
Final Year Project (Honours Project / Capstone Project)
The Final Year Project comprises of two courses:
Honours Project I / Capstone Project I: Research Methods and Proposal
Honours Project II / Capstone Project II: A one-year project usually to be conducted in the final year.
Student can choose either one of the following options:
1 Minor plus electives
Students will be placed in schools which are important sites for learning to teach and where they will interpret, generate, interact and experiment with theory:
Year 2 Semesters 1 & 2
Start with an introduction (FE Foundation Course with 3 credit points) to the teaching profession. Students will be guided and supported by a professional tutor to understand the roles and expectations of a teacher and build one’s own identity and mission, whilst adapting to the changing role from a student to a teacher.
Year 3 Semester 2
Conduct Block Practice I in schools (5 credit points) for 8 weeks, accompanied by the taught course of FE and Professional Learning Portfolio I (2 credit points) in form of small-group tutorials that support students’ active engagement in the Field Experience and help them to connect theory and practice. Through group and individual guidance, students will produce an e-portfolio which is a collection of evidence of their learning to support reflection and professional growth.
Year 5 Semester 1
Conduct Block Practice II in schools (7 credit points) for 8 weeks, accompanied by the taught course of FE and Professional Learning Portfolio II (3 credit points) in form of small-group tutorials and individual guidance that enhance students’ understanding of the schools and the role of a teacher as a caring cultivator, an inspirational co-constructor and a committed role model for students. They will further develop their e-portfolio for more in-depth reflection and records of their professional development.
Block Practice will be conducted in local schools in which the medium of instruction may vary depending on the policy of the schools. Students should be able to demonstrate a proficient level of Cantonese / English / Putonghua (for Chinese Language teaching in some schools) to conduct Block Practice.
Important Note: The University will ask students of our full-time teacher education programmes (e.g. Bachelor of Education programmes) to declare whether they have been convicted of or are being prosecuted for any sex-related offence in Hong Kong or elsewhere, and to provide relevant details prior to undertaking teaching practice. Such information may be released to their placement schools. The University reserves the right not to allow these students to attend the block teaching practice. If so, they won't be able to meet the graduation requirements of the programmes.
From September 2012-13, FT BEd non-language-major students will be required to meet Language Exit Requirements (LERs) for English and Putonghua. The exit benchmarks are IELTS 6.0 (or equivalent) for English, and PSC (Putonghua Shuiping Ceshi) 3B for Putonghua. Students are required to study a comprehensive package of English, Chinese and Putonghua enhancement courses.
English Enhancement Programme (EEP) consists of two credit-bearing courses in Year 1/2. These courses will equip students with academic literacy, reading and writing skills essential to their study at tertiary level. They will also lay the foundation for students to learn English independently in subsequent years through participation in self-access learning activities, blended learning, and optional language enhancement courses appropriate to their level and developmental needs. In addition, students will be required to study two mandatory non-credit-bearing courses which are for their preparation for English language tests. Optional IELTS preparation workshops will also be offered to familiarize students with the EdUHK-sponsored IELTS (once only) after they have completed the EEP.
Students are also required to study three Chinese enhancement courses, and up to two Putonghua enhancement courses depending on their level.
Chinese Enhancement Programme (CEP) consists of one mandatory credit-bearing course and two mandatory non-credit-bearing courses, which provide students with input on Chinese language skills as well as elements of literature and culture.
Students may be exempted from selected Chinese course in the package if they have fulfilled the exemption criteria of the individual course.
Putonghua Enhancement Programme (PEP)
Students have to take up to two mandatory, non-credit-bearing courses depending on their Putonghua levels at entry via the Tertiary Putonghua Test (TPT), and could opt for other non-credit-bearing Putonghua enhancement courses after Year 1.
Students may be exempted from selected Putonghua courses in the package if they have fulfilled the exemption criteria of individual courses.
Cantonese Enhancement Courses (For non-Cantonese-speaking Chinese students)
Non-Cantonese-speaking Chinese students will be required to study two non-credit-bearing Cantonese courses. The successful completion of the Cantonese courses will be recorded in the student's transcript.
For Chinese (including Putonghua) and English, language consultation services and other self-access materials are provided at ASLLC, the self-access language learning centre (these arrangements are subject to changes).
Career Prospects/Professional Qualifications
The in-depth academic and professional knowledge confer graduates of the programme with excellent career prospects. They will possess a Registered Teacher Status in Hong Kong and are ready to become fully qualified teachers in local secondary schools. In addition to the professional teaching career, graduates will possess the academic knowledge and intellectual skills to embark on a wide variety of other relevant jobs in the government sector, non-government organizations, commercial organizations, publishing sector, etc.
EdUHK is one of the teacher education providers in Hong Kong. Graduates of the University’s teacher education programmes are eligible to become fully qualified and registered teachers. As regards teacher registration, graduates should approach the Teacher Registration Section of the Education Bureau (EDB) to submit applications directly. All applications will be assessed by the EDB.