STEM Education Development in Hong Kong and Its Impact to High School Students

Abstract

Driven by the demand of talents from science, technology, engineering and mathematics (STEM) related fields for Hong Kong to remain internationally competitive, the Hong Kong Government has invested heavily in promoting STEM education since the last decade. This paper aims to assess its impact on local high school students, by looking at whether there were any associations between the students’ interest in STEM, the number of applications for STEM-related degree programmes and the required admission scores for such programmes. This study was conducted by collecting data from 428 local high school students using a questionnaire. To see whether students will be likely to pursue in a STEM-related career, we have also examined whether there are incentives pursuing a STEM-related career in Hong Kong, by reviewing STEM career salary trends and career destinations of university graduates. Our findings indicate students tend to have positive attitudes related to STEM careers, with more than 62 % of the total respondents expressing a desire to pursue STEM subjects and 66 % would consider a career in STEM related fields, especially in engineering. We have shown that more university graduates have chosen STEM related careers, and entry level salaries from STEM-related fields are revealed to be more attractive over time, when compared to traditional business paths. This study concludes by discussing the implications of these findings for policymakers and educators, emphasizing the need to continue nurturing young talents who have strong interest in STEM subjects and careers.

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Author Information
Ho Ting Fung, The Hong Kong University of Science and Technology, China
Ben Yui Bun Chan, The Hong Kong University of Science and Technology, China
Fai Yeung, The Hong Kong University of Science and Technology, China
Kam Tim Woo, The Hong Kong University of Science and Technology, China
Chi Ying Tsui, The Hong Kong University of Science and Technology, China

• Category: Primary & Secondary Education

Posted by James Alexander Gordon

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