Page 90 - FSTE A5 Handbook

Chapter Six
The Way Forward

The introduction of sub-degree programmes in the early 2000s intended to address this
issue. It was hoped that universities would adopt an “easy entry and rigorous exit” policy so
that more secondary school graduates would have a chance to receive higher education. For
obvious reasons, however, there are fewer places available in articulation programmes than
the applicants from the sub-degree sector. Hence, every institution in the sub-degree sector
tries hard to find strategies that would maximize their students’ articulation opportunities.
One commonly seen strategy is to tailor-make the sub-degree programme to be as similar
as possible to the first two years of the target degree programme. As some articulation
programmes are offered by more than one university, the institution would customize theirs
with the one offered by the preferred university. This is particularly so for General Education to
maximize the possibility of block transfer.

Obviously, for the benefit of sub-degree students it would be most desirable if we have a 2+2
system like those established in many states in USA. All in all, an associate degree qualification
is simply an entry qualification to universities and students would benefit if they are given
a choice of programmes in which they would pursue the completion of the undergraduate
studies.

Clear Goal of Choosing Sub-degree Programmes

Students should have a clear goal when they are choosing sub-degree programmes. Although
the HD programme appears like a bi-pronged strategy which allows the graduates to choose
either work or study upon completion, it may make credit transfer more difficult. This is
especially true when we consider credit transfer for GE courses. As reflected from our research
findings, some of these students could not join other academic activities such as overseas
exchange because they had to make up the GE courses. Besides, the GE courses in the full-
fledged degree programmes are normally planned with a specific approach to facilitate
student’s accomplishment of the intended learning outcomes. Students from the sub-degree
programmes may not benefit from this systematic planning and, as a result, may feel the
courses are irrelevant and fragmented.

Further Consideration

The issue of quality has always been the focus of many controversies in higher education ever
since the introduction of sub-degree programmes in Hong Kong. The concern about students
with lower DSE results who initially study in sub-degree programmes and may complete a
degree programme with the same duration as those with better results is rising. The “easy
entry and rigorous exit” policy does not appear to ease the concern. Some still believe the
addition of sub-degree holders to the normal programme would produce more failures at the
exit. To prevent this from further escalating, the government was able to quickly establish
an academic accreditation and quality review system. Representatives from the academic,

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