Bulletin Report of The Commission on The Chinese University of Hong Kong March 1976

teaching*. From the evidence we have received, we believe that many members of the University would accept proposals on the lines we have suggested as being in keeping with a strong element within Chinese educational tradition. We thus feel encouraged to hope that enough members of the present staff will wish to undertake what we have called ‘ ‘student-orientated' ‘ teaching. We believe that the students of today need such support no less than those of past years and that by embracing responsibility for organising and providing it, the Colleges will play an influential and creative part and contribute significantly to the health and strength of the University as a whole. 60. If the broad pattern we have recommended is adopted, it will be necessary to settle two other issues of principle (1) For whom should the “student-orientated” teaching be provided? Should it be for only a proportion of students——themost promising or those most at risk because of educational, social or individual disadvantages? At other times and under different conditions it might have been possible to make (and to win acceptance for) the proposal that “student-orientated” teaching should be restricted in such a way. But we are convinced that such discrimination for the benefit of a few would not be acceptable in this age. Thus it is our view that the proposed “student-orientated" ， system of teaching should be for all undergraduates. (2) Should every member of the academic staff take part in “student- orientated” teaching? We feel little doubt that to require every member to assume such obligations would be self-defeating. Not every member of staff is suited for such a method of teaching. For some, the claims of the subject are primary ； though this is not to say that among the most gifted of these would not be found many teachers of the most distinguished kind. But we do not believe that their talent would necessarily flourish in small-group relationships ； nor that the system we advocate would work upon a basis of compulsory participation. Those chosen for this important "student-orientated" teaching should however be staff members respected for their academic standing and experience and they should include persons of various age groups and disciplines. 61. Thus was suggested (1) that all undergraduates should be included in the small-group teaching and (2) that only part of the academic staff should provide such tuition. What should the proportion be? We think it would be necessary to include, on the voluntary basis we advocate, some 30-40% of the staff. It need not of course always be the same individuals who comprise the 30-40%. They might change, with changes in age, with the development of other academic interests, or as other responsibilities are undertaken or discarded. 62. We make two assumptions in arriving at the figure of 30-40%. (a) A substantial amount of small-scale teaching would be needed for the first-year student, less of such time in the middle of his course ； and to a greater degree again in the last year. (b) The formal, structured teaching programme would have to be adjusted for both staff and students to take account of the "student-orientated" commitment. In those circumstances most of the weight of "subject-orientated" teaching would in future need to be shouldered by 60-70% of the present teaching strength of the University, though we attach importance to those who are engaged in “student- * For an estimate of numbers (see paragraphs 61 and 87)