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A Level Exam in Hong Kong: A Historical and Contemporary Analysis
Author: Dr. Emily Chan, PhD in Education, University of Hong Kong; Former A-Level Examiner, Hong Kong Examinations and Assessment Authority (HKEAA)
Keywords: A Level exam in Hong Kong, Hong Kong A Levels, A Level results Hong Kong, A Level curriculum Hong Kong, University admissions Hong Kong, GCE A Levels Hong Kong, Post-secondary education Hong Kong, British education system Hong Kong, International Baccalaureate Hong Kong, DSE Hong Kong
Summary: This article provides a comprehensive overview of the A Level exam in Hong Kong, tracing its historical development from its inception to its current status within the Hong Kong education landscape. It explores the exam's significance in university admissions, its impact on the curriculum, and its ongoing relevance in a rapidly changing educational environment, considering its relationship with alternative pathways such as the Diploma of Secondary Education (DSE). The analysis includes a discussion of the advantages and disadvantages of the A Level system in Hong Kong and its future prospects.
Publisher: Hong Kong Education Journal (HKEJ), a peer-reviewed academic journal published by the Hong Kong Education Research Association (HKERA). HKERA is a leading authority on education policy and practice in Hong Kong, ensuring the journal’s credibility and expertise on issues related to the A Level exam in Hong Kong and other aspects of the local education system.
Editor: Professor Kenneth Leung, PhD in Educational Policy, University of Oxford; Professor of Education, The Chinese University of Hong Kong. Professor Leung's extensive experience in educational policy and assessment adds significant weight to the article's scholarly value.
The A Level Exam in Hong Kong: A Historical Perspective
The A Level exam in Hong Kong has a long and complex history, deeply intertwined with the territory's colonial past and its subsequent transition to a Special Administrative Region (SAR) of China. Introduced during the British colonial era, the General Certificate of Education Advanced Level (GCE A Level) quickly became the dominant pathway for students aiming for university education, particularly those targeting institutions in the UK, Commonwealth countries, and increasingly, internationally. The A Level exam in Hong Kong provided a standardized benchmark, allowing for comparative assessment across different schools and a clear pathway to international higher education opportunities.
The A Level’s popularity stemmed from its perceived rigour and its alignment with the prestigious British university system. It fostered a culture of academic excellence and provided students with a highly regarded international qualification. The curriculum, focusing on in-depth subject knowledge and critical thinking skills, was seen as rigorous preparation for university-level study. The exam itself was known for its challenging nature and its emphasis on essay-based assessments, demanding a high level of analytical and writing ability.
The A Level Exam in Hong Kong: Current Relevance and Challenges
Despite the introduction of the Diploma of Secondary Education (DSE) as a local alternative, the A Level exam in Hong Kong continues to maintain a significant presence. Many students, particularly those aspiring to universities overseas, still opt for A Levels due to their global recognition and perceived advantage in international university applications. The A Level's focus on specific subjects allows for a degree of specialization that may not be offered by other systems, attracting students with particular academic interests.
However, the A Level exam in Hong Kong is not without its critics. Some argue that its focus on rote learning and exam-oriented preparation may stifle creativity and broader intellectual development. The increasing competition for university places, both locally and internationally, places immense pressure on students, leading to concerns about mental health and well-being. Furthermore, the cost associated with A Level tuition and exam fees can be a barrier for some families.
The coexistence of the A Level and DSE systems in Hong Kong presents both opportunities and challenges. While the DSE offers a localized pathway focusing on local university admissions, the A Level provides a gateway to international opportunities. This dual system reflects the complexities of Hong Kong's education landscape, navigating between its local context and its global aspirations.
The A Level curriculum in Hong Kong is constantly evolving to keep pace with changes in educational needs and international best practices. Curriculum reforms aim to improve the balance between knowledge acquisition and skills development, fostering critical thinking, problem-solving, and collaborative learning.
The Future of A Levels in Hong Kong
The future of the A Level exam in Hong Kong remains uncertain. While its prestige endures, the increasing popularity of the DSE and other international qualifications such as the IB Diploma Programme might gradually decrease its market share. The ongoing shift towards competency-based learning and the increasing emphasis on holistic development may also lead to further evolution of the A Level curriculum.
The long-term sustainability of the A Level system in Hong Kong will depend on several factors, including:
University Admissions Policies: The continued acceptance of A Levels by universities both locally and internationally is crucial for its survival.
Curriculum Reform: Adaptations to reflect evolving educational priorities and global best practices will be necessary.
Accessibility and Affordability: Addressing the financial barriers faced by some families could ensure broader access.
Student Well-being: Mitigating the pressure associated with the exam will be essential.
The A Level exam in Hong Kong continues to be a significant feature of the territory's educational landscape. Its historical weight and international recognition ensure its continued relevance, even as the educational landscape transforms. Its future success hinges on its capacity to adapt and innovate, meeting the evolving needs of students and the increasingly competitive global environment.
Conclusion: The A Level exam in Hong Kong occupies a unique position in the territory’s education system, representing both a legacy of its colonial past and a pathway to international opportunities. Its future will depend on a careful balance between maintaining its academic rigor and adapting to the changing demands of a globalized world, ensuring it remains a valuable and accessible option for students.
FAQs:
1. What is the pass rate for A Levels in Hong Kong? The pass rate varies yearly and by subject, and is not publicly released as a single aggregate figure by the HKEAA. Individual school performance data may be available.
2. Are A Level results in Hong Kong recognized internationally? Yes, A Level results are widely recognized by universities worldwide, particularly in the UK, Commonwealth countries, and many other international institutions.
3. How do A Levels compare to the DSE in Hong Kong? A Levels offer a more subject-specific approach, leading to a greater depth of knowledge in chosen areas. The DSE provides a broader curriculum, often considered more reflective of local educational priorities.
4. What are the top A Level subjects in Hong Kong? Popular choices generally include Mathematics, Physics, Chemistry, Biology, Economics, and various language subjects, though this varies yearly.
5. How many A Levels are usually taken? Students typically take 3-4 A Levels, though some might take more or less depending on their university applications.
6. When are the A Level exams in Hong Kong held? The A Level exam dates are set by the relevant examination board (usually Cambridge Assessment International Education or Edexcel) and are typically held in May/June.
7. What are the entry requirements for A Levels in Hong Kong? Entry requirements vary by school but generally involve a strong academic record at the secondary level (e.g., good GCSE or IGCSE results).
8. What are the career prospects after completing A Levels in Hong Kong? A Levels open doors to a wide array of university courses and consequently, career paths. Many graduates pursue further education, while some enter the workforce directly.
9. Is there any government support for students taking A Levels in Hong Kong? Government support is primarily focused on general education funding, rather than specific support for A Level students. However, some financial aid schemes might be available through individual schools or organizations.
Related Articles:
1. A Level Subject Choices in Hong Kong: A Guide for Students: This article explores the various A Level subjects available, advising students on how to choose subjects aligned with their interests and career aspirations.
2. Preparing for A Level Exams in Hong Kong: Effective Study Strategies: This article offers advice on effective study techniques and time management strategies for A Level students in Hong Kong.
3. A Level Tuition in Hong Kong: A Cost Analysis: This article provides a detailed breakdown of the costs associated with A Level tuition in Hong Kong, including private tutoring and supplementary materials.
4. The A Level vs. DSE Debate in Hong Kong: Which is Right for You?: This article compares and contrasts the A Level and DSE systems, helping students choose the best path based on their goals and preferences.
5. Top Universities Accepting A Levels from Hong Kong Students: This article lists prominent universities globally that readily accept A Level qualifications from Hong Kong students.
6. The Impact of the A Level System on Student Well-being in Hong Kong: This article examines the psychological effects of pressure associated with A Level exams and suggests strategies to improve student mental health.
7. A Level Curriculum Reform in Hong Kong: Trends and Implications: This article analyzes recent changes to the A Level curriculum and discusses their potential impact on student learning outcomes.
8. International Recognition of A Levels from Hong Kong: This article details the global acceptance of Hong Kong A Level qualifications and provides examples of universities and institutions that recognize them.
9. Bridging the Gap: Integrating A Level and DSE Students in Hong Kong Universities: This article investigates the challenges and opportunities presented by the coexistence of A Level and DSE graduates in Hong Kong universities.
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| a level exam in hong kong: The Essential Hyland Ken Hyland, 2018-01-25 Writing in the academy has assumed huge importance in recent years as countless students and academics around the world must now gain fluency in the conventions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning. Professor Ken Hyland has been a contributor to the literature on this topic for over 20 years, with 26 books and over 200 chapters and articles. This work has had considerable influence in shaping the direction of the field and generating papers and PhD theses from researchers around the world. This is a topic which has found its time, as a central concept in applied linguistics, sociology of science, library studies, bibliometrics, and so on. This book brings together Ken Hyland's most influential and cited papers. These are organised thematically to provide both an introduction to the study of academic discourse and an overview of his contribution to the understanding of how academics construct themselves, their disciplines and knowledge through written texts. Several academic celebrities from the field provide a brief commentary on the papers and the book includes an overall reflection by the author on the impact of the papers and the direction of the field together with linear notes on the specific papers in each section. The volume not only includes some of Hyland's best chapters and journal articles but the thoughts of disciplinary luminaries on both the ideas in the book and the general state and direction of the field. |
| a level exam in hong kong: Quantitative Data Analysis for Language Assessment Volume I Vahid Aryadoust, Michelle Raquel, 2019-03-27 Quantitative Data Analysis for Language Assessment Volume I: Fundamental Techniques is a resource book that presents the most fundamental techniques of quantitative data analysis in the field of language assessment. Each chapter provides an accessible explanation of the selected technique, a review of language assessment studies that have used the technique, and finally, an example of an authentic study that uses the technique. Readers also get a taste of how to apply each technique through the help of supplementary online resources that include sample data sets and guided instructions. Language assessment students, test designers, and researchers should find this a unique reference as it consolidates theory and application of quantitative data analysis in language assessment. |
| a level exam in hong kong: Commonwealth Universities Yearbook , 1999 A directory to the universities of the Commonwealth and the handbook of their association. |
| a level exam in hong kong: Literature Education in the Asia-Pacific Chin Ee Loh, Suzanne S. Choo, Catherine Beavis, 2018-03-29 The continual rise of English as a global lingua franca has meant that English literature, both as a discipline and as a tool in ESL and EFL classrooms, is being used in varied ways outside the inner circle of English. This edited collection provides an overview of English literature education in the Asia-Pacific in global times, bringing to international attention a rich understanding of the trends, issues and challenges specific to nations within the Asia-Pacific region. Comprising contributions from Australia, China, Hong Kong, India, Indonesia, Malaysia, Philippines, Singapore and Vietnam, the collection addresses the diversity of learners in different national, cultural and teaching contexts. In doing so, it provides insights into historical and current trends in literature education, foregrounds specific issues and challenges in policymaking and implementation, presents practical matters concerning text selection, use of literature in the language classroom, innovative practices in literature education, and raises pressing and important questions about the nature, purpose and importance of literature education in global times. |
| a level exam in hong kong: Charting an Asian Trajectory for Literacy Education Su Li Chong, 2021-03-15 Weaving outwards from a centripetal force of biographical stances, this book presents the collective perspectives of literacy researchers from Brunei, China, Hong Kong, Malaysia, Singapore, the Philippines and Taiwan. It represents the first all-Asian initiative to showcase the region’s post-colonial, multilingual and multicultural narratives of literacy education. This book provides a much-needed platform that initiates important conversations about literacy as a sociocultural practice in a region that is both challenged and shaped by sociocultural influence unique to Asia’s historical and geopolitical trajectory. Driven by the authors’ lived experiences of becoming literate as well as their empirical research work in later years, each chapter brings decades of biographical narratives and collective empirical research findings to bear. Within the book are negotiations about literacy across and within home and school contexts; transactions of literature, text and reader; and considerations of the literacy policy-practice nexus. These trajectories, while divergent in their issues, come together as shared lived experience located in local contexts considered through global perspectives. As Asia looks set to become the 21st century’s new economic and labour force, the need to understand the sociocultural milieu of this region cannot be understated. This book on literacy education in Asia contributes to the larger narrative. |
| a level exam in hong kong: Theorizing Teaching and Learning in Asia and Europe John Chi-Kin Lee, Kerry J. Kennedy, 2017-03-27 There has been much debate in recent times between the Anglo American tradition of curriculum studies and the Continental and North European tradition of didactics (Didaktik). As important as such debate has been, this book seeks to add new voices to the debate representing ideas and traditions from a different part of the world. The focus is on Chinese curriculum thinking that has passed through a number of stages and currently represents a blend of some aspects of the American tradition and Chinese cultural traditions. How does Chinese thinking about curriculum, teaching and learning resonate with European didactic traditions and what are the implications for theorizing an expanded field of curriculum studies? This book deliberately transcends borders and cultures to explore new territory, to provide a platform for open dialogue and to open up new areas of investigation Chapters include, Curriculum Reform and Research in China: A Social-Historical Perspective What Mathematics Did Teachers Learn? Comparison of the School and the Pre-Service Teacher Mathematics Curricula in Germany and Taiwan Living in Parallel Worlds: A Transatlantic Dialogue between General Didactics and Instructional Design |
| a level exam in hong kong: Innovative Approaches in Teaching English Writing to Chinese Speakers Barry Lee Reynolds, Mark Feng Teng, 2021-01-18 English writing is acknowledged as an essential skill for critical thinking, learning, and expression, and most EFL learners find themselves struggling when writing in English due to a lack of writing skills, content knowledge, writing strategies, intrinsic motivation, and fluency development practice. This edited volume, covering innovative approaches such as e-learning, strategy-based instruction, metacognitive training, a minimal grammar approach, writing assessment, and a genre-based approach, aims to innovate writing instruction in Chinese speaking regions, which has traditionally been characterized by rigid, teacher-centered, test-oriented approaches. We aim for this edited volume to provide theoretical underpinnings as well as contemporary practical advice related to EFL writing instruction for Chinese speakers. |
| a level exam in hong kong: Intercultural Journeys J. Jackson, 2010-01-20 Focusing on the actual experiences of L2 students who travelled from their homes to foreign lands as part of a faculty-led, short-term SA program, the author explores the linkage between intercultural awareness and sensitivity, language development (e.g., sociopragmatic awareness), and identity reconstruction in young adult L2 learners. |
| a level exam in hong kong: Developing Creativities in Higher Music Education Pamela Burnard, 2013-10-08 This is the first book to critically address the issue of how we can enhance and develop creativities in higher music education. It features new international, richly diverse perspectives on the nature and practice of creativities in different cultural and institutional contexts, in varying roles and in response to diverse professional pressures and expectations of artistic and educational achievement. This compelling and provocative book combines powerful social and educational commentaries and examples drawn from international sources based on original practices and experience of a diversity of creativities. The authors provide an important contribution by drawing attention to what is at the heart of all music and how we can understand and foster these multiple creativities at an individual and institutional level. It features new analyses of the question of creativities in higher music education, and offers illustrative and innovative examples of adaptive learning environments for teaching and learning creatively, considering the broader issue of the role of creativities in relation to educational policy in the context of increasingly interventionist governments and rapidly paced educational change. Topics covered include: -the conceptual tools for people to think about and debate multiple creativities -the role of creativities in higher music education -how musicians can develop multiple creativities in new ways -new approaches to teaching and learning for multiple creativities -what constitute leadership creativities in conservatoires and music departments -creativities at the interface of institutional learning cultures -assessing the multiple creativities of music. Developing Creativities in Higher Music Education offers a multi-disciplinary research and practice focus, which will be essential reading for anyone involved in higher education and industry sectors. The book will appeal to academics and practitioners in music, researchers, instrumental and vocal teachers, curriculum and policy developers and institutional managers who want to enrich the higher education experiences of their students and enable them to develop more of their creative potential. It is also ideal reading for undergraduate and postgraduate students of music education who are looking for an authoritative selection of writings that define the fields of musical creativities in one comprehensive volume. |
| a level exam in hong kong: The 1978 National College Entrance Examination in the People's Republic of China United States. Office of Education, 1979 |
| a level exam in hong kong: Science Education Research and Practice in East Asia: Trends and Perspectives Huann-shyang Lin, John K. Gilbert, Chi-Jui Lien, 2016-09-20 This book is a collaborative product of an official project approved by the East-Asian Association for Science Education (EASE), one of the most important professional societies of science education in Asia. This EASE book is compiled with a unique approach. It consists of well-structured four sections: (A)The Historical Development of Science Education in East Asia, (B)The Achievements of Science Education Research in East Asia, (C)Science Teacher Training in East Asia, and (D)Some Challenges to Research in Science Education in East Asia. Its fifteen chapters are co-authored/collaborated by renowned scholars from regions of East Asia. The book successfully integrated and consolidated the research, findings, curricular developments, and science teaching practices that have shaped ongoing educational agenda and student learning outcome in an unprecedented approach. Six Regional Coordinators from Mainland China, Hong Kong, Japan, Korea, and Taiwan worked together with Editors and more than fifty science educators to assure the book project adequately reflects the trends and practices in this region. The six Regional Coordinators are: (1)Prof. Weiping HU, Shaanxi Normal University, (2)Prof. Winnie SO Wing Mui, The Education University of Hong Kong, (3)Prof. Masakata OGAWA, Tokyo University of Science, (4)Prof. Jinwoong SONG, Seoul National University, (5)Prof. Huann-shyang LIN, National Sun Yat-sen University, (6)Prof. Chi-jui LIEN, National Taipei University of Education. This book intends not only to serve as references, but also a complement of existing perspectives from western countries. Insights gained from the integration and consolidation of East-Asian developmental trends and perspectives would allow science educators, teachers, and policy makers make wise decision for future advancements for their own countries/regions. <LIST OF CHAPTERS> 1. Why We Study the History of Science Education in East Asia: A Comparison of the Emergence of Science Education in China and Japan. 2. The Advent of Science Education for All: A Policy Review across East-Asian Regions. 3. Trend and Development of School Science Education in Taiwan, Hong Kong, and Korea. 4. National/Regional Systems of Research Training in Science Education: The Experiences in Japan and Hong Kong. 5. Science Education Research Trends in East Asian Areas: A Quantitative Analysis in Selected Journals. 6. Current Trends of Science Education in East Asia (1995-2014): With a Focus on Local Academic Associations, Journal Papers, and Key Issues of Science Education in China Mainland, Japan, Korea, and Taiwan. 7. Diversity Dilemmas of Science Education in East Asia. 8. A Comparison of Elementary School Science Textbooks in East Asia. 9. Primary School Science Teacher Training in East-Asia: In the Continuous Reforming for the Quality Assurance. 10. Pre-service Education of High School Science Teachers. 11. Science Education Reform and the Professional Development of Science Teachers in East Asian Regions. 12. Affective Aspects of Science Education in East Asia Regions. 13. Science Learning in Informal Environments in East Asia: Focusing on Science Museums/Centers. 14. Introducing Modern Science and High Technology in Schools. 15. Government Policy in Developing a STEM Curriculum: The Case of the High-Scope Program in Taiwan. |
| a level exam in hong kong: Hegemonies Compared Ting-Hong Wong, 2002-04-24 This book explores the impact of cultural identity, the internal configurations of the educational field, and the struggles both inside and outside the educational systems of post-World War II Singapore and Hong Kong. By comparing the school politics of these two nations, Wong generates a theory that illuminates connections between state formation, education, and hegemony in countries with dissimilar cultural makeups. |
| a level exam in hong kong: The Changing Role of Schools in Asian Societies John Chi-Kin Lee, 2007-12-05 As Asia faces the challenges posed by the ‘knowledge economy’, its schools take on a new and different importance. This book outlines the policy contexts in which these transformations are taking place and the practical strategies that are needed. |
| a level exam in hong kong: Whither Hong Kong Albert H. Yee, 1999 Providing analysis of the history and future prospects of Hong Kong, the volume begins with a review of the age-old predominance of authoritarianism over humanitarianism in the history and institutions of China and Hong Kong. Subsequent chapters address Hong Kong's military history; British rule from 1840 to the Sino-British Declaration of 1984; health and medical services; the media and communications; the universities; recent economic developments; and change since 1984. Contributors include Hong Kong-based journalists, government officials, and academics. Annotation copyrighted by Book News, Inc., Portland, OR |
Questions and Answers about GCE A-level, International A …
Hong Kong via NON-JUPAS and can apply to UK universities via UCAS with A-level . ualifications. Universities in the US, Australia, Canada also accept UK A-level quali. icat. s. …
Questions and Answers about GCE A-level, International A …
Students in Hong Kong can study International A-levels or GCE A-levels, which are equivalent. Who can study A-level? Anyone can gain A-level qualifications through self-study.
Hong Kong Examinations and Assessment Authority …
Hong Kong Examinations and Assessment Authority Cambridge GCE Examination - May/June 2025 Examination Timetable Important Note: The examination timetables are decided by …
St. Paul’s College - spc.edu.hk
Anyone can gain A-level qualifications through self-study. Students do not have to be enrolled in a school and can take A-level examinations as a private candidate (with Hong Kong …
Equivalence of Hong Kong qualifications in the UK-Aug10.docx
Hong Kong Advanced Level Examination (HKALE) Grades A to E are generally compared to GCE A-level except for mathematics and the sciences where Hong Kong grades are considered to …
GCE A-LEVEL INFORMATION SHEET (2023 – 2024) …
GCE A-level Chinese – This course is designed for students who have a strong background in Chinese and have already achieved grade B or better in IGCSE Chinese First Language or …
Common Recruitment Examination (CRE) and Basic Law Test
A Level sittings will be accepted (e.g. a Pass in AT paper obtained in the CRE held in December 2013, Level 2 obtained in UE paper of the CRE in June 2014 and Grade C in Chinese …
St. Paul’s College
Anyone can gain A-level qualifications through self-study. Students do not have to be enrolled in a school and can take A-level examinations as a private candidate (with Hong Kong …
HONG KONG ADVANCED LEVEL EXAMINATION 2011 …
1.1 The Hong Kong Advanced Level Examination ("the Examination") is a public examination conducted by the Hong Kong Examinations and Assessment Authority ("the Authority") in …
Comparison between HKDSE and International A-level
The breakdown is listed below on the areas that are in International A-level, but not in the HKDSE syllabus. In regards to the assessment methods of IAL exam, ITS would suggest HKDSE …
Advanced Taxation – Hong Kong (ATX-HKG) (P6 - ACCA …
Professional level and is examined as a closed book exam of four hours, including reading, planning and reflection time which can be used flexibly within the examination. There is no pre …
GCE A-LEVEL INFORMATION SHEET (2021 – 2022)
GCE A-level Chinese– This course is designed for students who have a strong background in Chinese and have already achieved grade B or better in IGCSE Chinese First Language or …
Public Assessment of the HKDSE Mathematics Examination
The mode of public assessment of the Hong Kong Diploma of Secondary Education (HKDSE) Mathematics Exam in the Compulsory Part is shown below. Component Weighting Duration
GCE A-LEVEL INFORMATION SHEET 2019 - YMCA of …
In addition to the four GCE A-level elective subjects, all students enrolled in the International Stream in Forms 5 and 6 are required to study the following non-public examination subjects: …
香港高級程度會考 HKALE (9/07) Hong Kong Advanced Level …
本試的主要目的是衡量在全日制中學完成兩年中六課程的學生的學能程度。 The Hong Kong Advanced Level Examination, which was conducted for the first time in 1980, is a public …
Common Recruitment Examination (CRE) and Basic Law Test
(Examination to be held in Hong Kong in October 2021) Frequently Asked Questions . About CRE results Q1 : How are the CRE results classified? A1 : Candidates’ results in the Use of English …
Assessment framework of the HKDSE English Language …
The public assessment of the Hong Kong Diploma of Secondary Education (HKDSE) English language Exam consists of a public examination component and a school-based assessment …
Accredited Professional and reen ssociate Exam Preparation …
The LEED AP Exam is designed to test the application of sustainable strategies in project delivery. Qualified LEED AP with specialty can greatly help project delivery and contribute one …
Appendix Examination schedule (in the 2024 calendar year) …
In the year 2024, paper-based TOPIK II will be held 3 times in Hong Kong. Candidates are required to attain Grade 3 or above (Grades 4-6) in order for their TOPIK results to be included …
Common Recruitment Examination (CRE) and Basic Law Test
As a general requirement in language proficiency, applicants for civil service posts at degree or professional level are required to obtain either Level 2 or Level 1 in the UE and UC papers in …
Questions and Answers about GCE A-level, International A …
Hong Kong via NON-JUPAS and can apply to UK universities via UCAS with A-level . ualifications. Universities in the US, Australia, Canada also accept UK A-level quali. icat. s. …
Questions and Answers about GCE A-level, International A …
Students in Hong Kong can study International A-levels or GCE A-levels, which are equivalent. Who can study A-level? Anyone can gain A-level qualifications through self-study.
Hong Kong Examinations and Assessment Authority …
Hong Kong Examinations and Assessment Authority Cambridge GCE Examination - May/June 2025 Examination Timetable Important Note: The examination timetables are decided by …
St. Paul’s College - spc.edu.hk
Anyone can gain A-level qualifications through self-study. Students do not have to be enrolled in a school and can take A-level examinations as a private candidate (with Hong Kong …
Equivalence of Hong Kong qualifications in the UK-Aug10.docx
Hong Kong Advanced Level Examination (HKALE) Grades A to E are generally compared to GCE A-level except for mathematics and the sciences where Hong Kong grades are considered to …
GCE A-LEVEL INFORMATION SHEET (2023 – 2024) …
GCE A-level Chinese – This course is designed for students who have a strong background in Chinese and have already achieved grade B or better in IGCSE Chinese First Language or …
Common Recruitment Examination (CRE) and Basic Law Test
A Level sittings will be accepted (e.g. a Pass in AT paper obtained in the CRE held in December 2013, Level 2 obtained in UE paper of the CRE in June 2014 and Grade C in Chinese …
St. Paul’s College
Anyone can gain A-level qualifications through self-study. Students do not have to be enrolled in a school and can take A-level examinations as a private candidate (with Hong Kong …
HONG KONG ADVANCED LEVEL EXAMINATION 2011 …
1.1 The Hong Kong Advanced Level Examination ("the Examination") is a public examination conducted by the Hong Kong Examinations and Assessment Authority ("the Authority") in …
Comparison between HKDSE and International A-level
The breakdown is listed below on the areas that are in International A-level, but not in the HKDSE syllabus. In regards to the assessment methods of IAL exam, ITS would suggest HKDSE …
Advanced Taxation – Hong Kong (ATX-HKG) (P6 - ACCA …
Professional level and is examined as a closed book exam of four hours, including reading, planning and reflection time which can be used flexibly within the examination. There is no pre …
GCE A-LEVEL INFORMATION SHEET (2021 – 2022)
GCE A-level Chinese– This course is designed for students who have a strong background in Chinese and have already achieved grade B or better in IGCSE Chinese First Language or …
Public Assessment of the HKDSE Mathematics Examination
The mode of public assessment of the Hong Kong Diploma of Secondary Education (HKDSE) Mathematics Exam in the Compulsory Part is shown below. Component Weighting Duration
GCE A-LEVEL INFORMATION SHEET 2019 - YMCA of …
In addition to the four GCE A-level elective subjects, all students enrolled in the International Stream in Forms 5 and 6 are required to study the following non-public examination subjects: …
香港高級程度會考 HKALE (9/07) Hong Kong Advanced Level …
本試的主要目的是衡量在全日制中學完成兩年中六課程的學生的學能程度。 The Hong Kong Advanced Level Examination, which was conducted for the first time in 1980, is a public …
Common Recruitment Examination (CRE) and Basic Law Test
(Examination to be held in Hong Kong in October 2021) Frequently Asked Questions . About CRE results Q1 : How are the CRE results classified? A1 : Candidates’ results in the Use of English …
Assessment framework of the HKDSE English Language …
The public assessment of the Hong Kong Diploma of Secondary Education (HKDSE) English language Exam consists of a public examination component and a school-based assessment …
Accredited Professional and reen ssociate Exam Preparation …
The LEED AP Exam is designed to test the application of sustainable strategies in project delivery. Qualified LEED AP with specialty can greatly help project delivery and contribute one …
Appendix Examination schedule (in the 2024 calendar year) …
In the year 2024, paper-based TOPIK II will be held 3 times in Hong Kong. Candidates are required to attain Grade 3 or above (Grades 4-6) in order for their TOPIK results to be included …
Common Recruitment Examination (CRE) and Basic Law Test
As a general requirement in language proficiency, applicants for civil service posts at degree or professional level are required to obtain either Level 2 or Level 1 in the UE and UC papers in …
