C. K. CHEUNG
Teacher N shared a similar sentiment. She asserted: Besides
equipping students to become entrepreneurs, entrepreneurship
education is also about developing future leaders for society
and providing them with the life skills necessary for navigating
in the rapidly changing world.
Teacher J: The development of business education is prob-
lematic. Long ago it was seen as inferior because of its associa-
tion with vocational education. Then, I do not know why, it was
put under the Technology Key learning Area some years ago,
associating it with subjects like Health Management and Social
Care, Home Economics, and Electronics and Electricity. So
unrelated! There should be a special stream for business sub-
jects, and entrepreneurship education should be seen as an im-
portant element.
Teaching Force
Teacher C: It should be noted that the teaching of accounting
is very different from the teaching of finance. While the former
focuses on the precision of balancing the numbers, the latter
requires a bit more mathematics and statistics. It is difficult to
have a teacher who is an expert in both areas. Furthermore,
when the many business subjects were combined into one,
namely BAFS, the number of teachers required dropped sig-
nificantly. This has to be put right before dealing with the issue
of entrepreneurship education.
Teacher F: When BAFS was introduced to replace other
business subjects, the number of business teachers was reduced,
and some of the business teachers had to teach a new compul-
sory subject offered in the NSS, Liberal Studies. This is not
right; and the spirits of many business teachers are low.
Conclusion
Hong Kong is famously rich. Its per capita income was
US$31,709 in 2010. At present, small and medium-sized enter-
prises represent 98 percent of all local enterprises, and it is no
exaggeration to say that entrepreneurs are one of the territory’s
most important assets. As entrepreneurs are so important to our
economy, should schools be responsible for cultivating students
with suitable entrepreneurial spirit and skills? From this re-
search, teachers recognize the significance of entrepreneurship
education, but unfortunately, the existing business curriculum
in Hong Kong secondary schools lacks significant programs in
entrepreneurship. Entrepreneurial training in secondary school
does little to pave the way for students to pursue their future
career planning and is unable to match the future needs of soci-
ety. Teenagers wishing to learn about entrepreneurship and
teachers wanting their students to receive training in this area
have to turn to programs outside the formal curriculum. The
number of schools wanting to engage in entrepreneurship edu-
cation has increased rapidly, and the number of enterprises
willing to commit to these programs is also on the rise.
Society is dynamic and is changing at an increasingly rapid
pace. Education in Hong Kong must keep abreast of this accel-
erated pace of change and provide opportunities for students to
learn beyond the confines of the classroom. The New Secon-
dary School Curriculum was seen as a way to improve the
situation, but this research suggests that this is not the case.
When the previous business subjects were integrated into one
subject BAFS, the difficulties were many. I would like to con-
lude with the words of Ken Robinson, an academic with great
achievements in creativity, education, and the arts. He asserted:
c
Current systems of education were not designed to meet
the challenges we now face. They were developed to meet
the needs of a former age. Reform is not enough: they
need to be transformed (Robinson, 2011: p. 49).
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