The Greater Bay Area, a vibrant fusion of Guangdong, Hong Kong, and Macau, emerges as a cornerstone of the nation's development blueprint. This visionary endeavour champions collaboration and exchange among higher education institutions in these regions, with a laser focus on scientific research, talent cultivation, and school management. While this ambitious undertaking encompasses the tertiary level, its commitment extends far to the primary and secondary schools in Hong Kong and their counterparts in the Greater Bay Area, where concerted efforts are made to forge partnerships as sister schools. After two years of Citizenship and Social Development (CS) rolling out in the senior secondary school curriculum, the humanities subject finally makes its way into primary schools in the upcoming 2025/26 academic year. Amidst the transformation, educators find themselves in bewilderment: how can they chart an effective curriculum course based on the official curriculum guidelines? And what uncharted potential awaits within the curriculum, learning, and teaching in the Greater Bay Area?
The Greater Bay Area encompasses Hong Kong, Macau, and nine vibrant cities nestled within Guangdong Province, including Guangzhou, Shenzhen, Zhuhai, Foshan, Huizhou, Dongguan, Zhongshan, Jiangmen, and Zhaoqing. On 1 July 2017, a pivotal agreement, the Framework Agreement on Deepening Guangdong-Hong Kong-Macao Cooperation in the Development of the Greater Bay Area, was inked by the National Development and Reform Commission (NDRC) along with the governments of Guangdong, Hong Kong, and Macao. It laid a solid foundation for fostering crucial areas of cooperation and setting forth a shared vision of progress. Building upon this foundation, the Central Government then unveiled the Outline Development Plan for the Guangdong-Hong Kong-Macao Greater Bay Area on 18 February 2019, laying out a roadmap to tap into the region's enormous potential.
Integrating Life and Cultural Heritage into the Curriculum
Despite a plethora of online resources on the Greater Bay Area, a well-defined curriculum is yet to take shape. Needless to say, this vibrant region possesses a treasure trove of social and historical heritage, diverse geographical landscapes, and boundless potential for economic and educational growth. Considering this, Professor John Lee Chi-kin, President of the Education University of Hong Kong, proposed that Greater Bay Area topics could be approached through the lenses of values education, environmental education, and life and career planning. In his captivating presentation at the Learning & Teaching Expo 2023, Professor Lee unveiled two prominent approaches to bringing these topics to life in classrooms across the region. The first approach, he elucidated, revolves around the exploration of commonplace aspects of everyday life: clothing, food, housing, and transportation. By grounding the curriculum in these relatable facets, educators can tap into students’ daily experiences and foster a deep understanding of the region's intricacies. The second approach, Professor Lee revealed, weaves together the vibrant threads of cultural heritage, natural landscapes, technology, and economic development. This holistic approach enables students to explore the multifaceted essence of the Greater Bay Area, connecting the dots between its rich history, awe-inspiring natural wonders, technological advancements, and the dynamic economic landscape that propels it forward.
(Professor John Lee Chi-Kin, now President of the Education University of Hong Kong presented his two-pronged approach to teaching Greater Bay Area topics.)
The Greater Bay Area paints a vivid tapestry of diverse landforms, boasting over ten national geological parks and national forest parks. Professor Lee advised that educators and students could unravel the essence of the Greater Bay Area by delving into its ecology, landforms, oceans, mountains, and other geographical facets and seamlessly integrating its culture and natural heritage to gain a deeper grasp of the subject matter. Professor Lee stressed the importance of environmental education, suggesting that teachers and students should not only actively engage with the environment through personal visits but also explore ways to elevate the experience. He highlighted the need for immersive experiential learning to be taken to new depths, underscoring the role of teachers in guiding students to reflect on their experiences after study tours to the mainland. As an illustrative example, the tour experience could be extended to compare the Representative List of the Intangible Cultural Heritage of Guangdong Province and Hong Kong, shedding light on the significance of intangible cultural heritage for sustainable societal development. He further elaborated.
The Greater Bay Area paints a vivid tapestry of diverse landforms, boasting over ten national geological parks and national forest parks. Professor Lee advised that educators and students could unravel the essence of the Greater Bay Area by delving into its ecology, landforms, oceans, mountains, and other geographical facets and seamlessly integrating its culture and natural heritage to gain a deeper grasp of the subject matter. Professor Lee stressed the importance of environmental education, suggesting that teachers and students should not only actively engage with the environment through personal visits but also explore ways to elevate the experience. He highlighted the need for immersive experiential learning to be taken to new depths, underscoring the role of teachers in guiding students to reflect on their experiences after study tours to the mainland. As an illustrative example, the tour experience could be extended to compare the Representative List of the Intangible Cultural Heritage of Guangdong Province and Hong Kong, shedding light on the significance of intangible cultural heritage for sustainable societal development. He further elaborated.
(Professor Cen Jianlin extended a warm welcome to teachers and students from Hong Kong for their exchange visits in Foshan.)
Learning from the Success Stories of Mainland Chinese Cities
Professor Cen Jianlin mentioned that the Guangdong Provincial Department of Education launched the groundbreaking ‘Dual Convergence and Dual Innovation’ (「雙融雙創」) initiative in education back in 2017. Under the banner of 'Dual Convergence,' the initiative sought to seamlessly integrate information and communication technology (ICT) into the very fabric of education., while ‘Dual Convergence’ aims to empower educators and students alike to embrace the collaborative spirit of imagination and originality. As a result, the Guangdong Education ‘Dual Convergence and Dual Innovation’ Intelligent Sharing Community Platform successfully attracted a large number of innovative societies and students with both online and in-person courses.
(Principal Wan Fei (in the middle) from Dongguan, another rapidly developing city in the Greater Bay Area, spoke on how schools could expand their teaching resources.)
Dongguan Songshan Lake Future School Principal Wan Fei recently spoke on the necessity of opening the doors of teaching professions to individuals with relevant experience outside the traditional realm of education, upholding the notion that ‘everyone can be a teacher,’ so as to allow for the cultivation of innovative talents. He cited his school as an example, stating that they collaborated with over 40 industry heavyweights, such as bank CEOs, university presidents, and other luminaries, to create the curriculum for over 200 electives with just over 100 instructors. He also spearheaded an initiative where students could study at higher education institutions and research centres during long holidays with professors and scholars assuming the role of main instructors and the school’s teachers as teaching assistants, honing students' research capability