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| When the first team of students uploaded their exploratory experiences in Japan on the thinkBIGwithU web blog in late October 2007, the messages attracted wide attention, bringing in comments and responses from every direction. Amongst the responses, there was one which caused a stir among staff and students alike. This response, which drew on a range of references from countries with a history of universities of education, in addition to also posing a list of thought-provoking questions, was written by student, Willie Cheng. Following up, the Joy of Learning invited Willie along for an interview. At the meeting, Willie explained |
From left to right: Mr Samuel Choi, Research Officer and Dr K C Lai, Director of SAAP exchange views with Willie Cheng. |
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| his analysis, referring to different books on universitiesof education. As we are no experts on the subject, the Joy of Learning turned match-maker, arranging for Willie to have an intellectual interflow session with the Office of Strategic and Academic Planning (SAAP), the think-tank for HKIEd’s Development Blueprint. |
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| Ho Chun-sing and Yu Wai-yan, HKIEd’s first team of specially selected student ambassadors, were tasked with collecting information on education overseas and sharing it with fellow HKIEd students through webcasts on the Internet. Extremely interested in Japanese culture and developments, the two proactive students, majoring in business studies, were part of the team who made the humanitarian services trip to Cambodia last year. Teaming up again for the expedition to Japan, the two fell into step once again, working together just as smoothly. |
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| Looking back on their 10-day trip, Chun-sing and Wai-yan said that it has not only broadened their understanding of education in Japan, it has also made them think more deeply about HKIEd’s Development Blueprint. How to expand the scope of the Institute’s educational services, for instance, is a question worth pondering. With the help of Professor Iwata Yasuyuki of Tokyo Gakugei University, Chun-sing and Wai-yan had the opportunity to attend several masters' degree classes at the University. According to a Mr Ma whom they met, he was sent to Japan by the Mainland Chinese bank for which he works. The aim is to enable him to train his fellow executives in China when he finishes his studies. This prompted Wai-yan to ask why the HKIEd cannot develop similar training programmes for business corporations based on the same model, to meet the demands of the community. As such, the career paths of HKIEd graduates need not be confined to solely working as secondary, primary and kindergarten teachers.
They also came across Ms Lin, a student from the Mainland, studying at Ochanomizu University. She told our two student ambassadors that the University not only provides elementary Japanese language courses for overseas students, it also hires special tutors to help them outside class, enabling them to quickly settle into their studies in Japan. Looking at HKIEd, Chun-sing thinks that we make an equally great effort, encouraging the development of friendship, sharing and mutual support amongst non-local students. The Centre for International Education and the Student Affairs Office organise a full range of activities, in addition to helping to set up the HKIEd Chinese Students-Scholars’ Association. Well on the way to becoming a university of education, we also expect to increase student intake from around the world. Chun-sing believes that based on current foundations, if the Institute can strengthen collaboration among faculties and departments, many improved measures can be mapped out to meet our future needs. |
| Waseda University, well known for its elitist traditions, celebrated its 125th Anniversary. Full of pride and excitement, elderly graduates portray a strong sense of belonging, the result of the joint efforts both of the University and its students. |
| Through intelligence teaching, teachers in Japanese kindergartens give young children room to explore the world, discover knowledge and learn with happiness. The children reap the rice they grow in the paddy fields, whilst also looking for all kinds of small creatures in the fields. They only approach their teachers if they have a question. |
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The proactive learning attitude among many of the Japanese students also impressed the two student ambassadors. A master-degree student, Ikuyo Miyamura, looked upon Wai-yan as his “mentor” with regard to English oral practice. Undeterred by his limited English, Miyamura made every effort to start conversations on a variety of subjects. Chun-sing and Wai-yan learnt that there are no English classes in Japanese primary schools. When Japanese students start to pick up the language in secondary school, their only exposure to English is a mere four lessons a week. Therefore, although Japanese in general have no problem understanding, reading or writing English, they find it difficult to speak it easily. Visiting the library at Waseda University, the two ambassadors found that most of its collections are in Japanese. Looking at HKIEd students and their ability to practise English, French, Japanese and Putonghua at the Institute’s Centre for Language in Education, the Japanese example is a reminder of how precious the opportunity to learn a foreign language is and how important it is to make good use of the resources available.
As a whole, the Japanese people tend to be more reserved. Primary schools are seldom open to outside visitors. Thanks to the help of Professor Iwata Yasuyuki, Chun-sing and Wai-yan were given the rare opportunity to visit several Japanese primary schools. Professor Yasuyuki also gave them a candid analysis on some of the issues facing Japanese teachers today, together with a profound critique on some of the current social issues in Japan. Chun-sing and Wai-yan found that most Japanese students are quite shy and rarely willing to debate or voice their personal opinions in public. They both feel that this is not the best attitude for active learning. Using their blog as an example, they mentioned that had it not been for the comments, corrections and suggestions sent in by |
| their fellow HKIEd students, they would not have been able to improve their writing which was often done in a very limited space of time everyday. As the first student ambassador team, they often regret that their research and reports on Japan were not perfect. Therefore, they are particularly grateful for, and appreciate the importance of, the generous support from their fellow students. |
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