Information for Newsroom

An Executive Summary


As part of an on-going concern for quality assurance in the delivery of our programmes and services our Research Team in early 2013 undertook to examine whether the HKAGE was making a difference to our key stakeholder groups. Responses were taken from students, teachers, parents and service providers and results were triangulated wherever possible to establish their validity.

In particular we were interested in knowing how well we were doing in relation to

  • relevance in our role as a service provider,
  • our effectiveness in delivery, and
  • our impact on our stakeholders.

The following report is a summary of some of the key findings.

HKAGE's Relevance

  • there is a high relevance between the wider GE policy in Hong Kong and the Academy was perceived by almost all participants as the HKAGE has the unique, official status of providing GE at Level 3 (off-site support).
  • Survey results showed that 72.5% of the 102 nominating school representatives named HKAGE their first choice when recommending off-site GE providers to students, whereas universities came second (44.1%), followed by EDB sections (28.4%).
  • In terms of value, the HKAGE was the preferred choice of GE provider among the nominating schools' respondents. The rankings of the HKAGE were on a par with Universities on three dimensions: quality, variety of choices and reputation & credibility; and slightly lower on two dimensions: qualification of teachers and overall learning environment.
  • All service providers agreed that HKAGE's work was relevant in pursuing its prescribed role of providing off-site educational services for its stakeholders (65% strongly agreed and 35% agreed with this statement).
  • 252 students participating in one of the surveys gave an average score of 2.01 on a 4-point Likert scale (where higher scores mean greater perceived relevance) regarding the degree of relevance of the HKAGE programmes and services in developing their own particular gifts and talents.
  • 40.6% of the school respondents and 47.4% of service providers in the surveys recommended the HKAGE to expand its services to cover the top 5-10% of the ability range; and a considerable amount of respondents (school representatives: 24.8%; service providers: 31.6%) felt that the HKAGE should also provide services to students with special talents in one or a few subject areas.
  • Statements relating to the influence the HKAGE has made in Hong Kong received high scores (on a 5-point Likert scale) from nominating schools respondents, including "Promoting GE development in Hong Kong"; "Enhancing stakeholders' (i.e. educators/parents/students) understanding of GE" and "Producing positive changes in stakeholders' (i.e. educators/parents/students) belief about Gifted Education".
  • Some service providers considered that the HKAGE has made a significant influence in Hong Kong, in terms of making GE more visible in Hong Kong; bringing newly developed GE concepts from overseas to draw attention of the community in nurturing giftedness, to make more people become aware of existence of GE in Hong Kong; and offering programmes/deliverables free of charge.

HKAGE's Effectiveness

  • Service providers rated their level of satisfaction with their collaboration with the HKAGE at 4.2 on average (on a 5-point Likert scale).
  • Programme evaluation results showed that 1472 students participating in 67 student programmes delivered in the last academic year (September 2011 to August 2012) were positive about different dimensions of the deliverables, including Intended learning outcomes of programmes; Quality of Teaching; Course Arrangement and Overall Evaluation (Ms=3.26, 3.35, 3.37 and 3.17 respectively on a 4-point Likert scale).
  • 217 S6 student members participating in one of the surveys rated their overall learning experience at the HKAGE positively (M=3.7 on a 5-point Likert scale). They were particularly satisfied with the opportunities for advanced study in particular domain(s) (M=3.9), opportunities to study the new concepts that were introduced to them (M=3.8), and opportunities to learn from specialists (M=3.7).

HKAGE's Impact

  • Evaluation results of 67 student programmes delivered in the last academic year showed that these students tended to have achieved the intended learning outcomes related to motivation, self-regulated learning and high-order thinking (overall mean ratings of 3.21, 3.25 and 3.16 respectively on a 4-point Likert scale).
  • 252 student members participating in one of the surveys reported that the most significant impact of the HKAGE programmes on their learning thus far lay in six major areas, namely academic gain (115 mentions); developing positive attitudes towards learning (48 mentions); developing social competence (34 mentions); developing generic skill sets (32 mentions); personal growth (24 mentions), and broadening horizons (23 mentions).
  • Based on analysis of the qualitative feedback collected from 39 parents participating in six parent education programmes in 2011-2012, they tended to have benefitted most in terms of acquisition of knowledge (33 mentions). Some of them also tried to apply what they had learned in real life situations.
  • 152 teaching professionals completing the online Foundation Course in Gifted Education (up to end of May 2012) strongly perceived that the course contents were highly relevant to them (96.7%), enhanced their understanding of gifted education (96.7%) and were inspiring (94.1%).

June 2013