Page 37 - Progress Report

As COTAP promotes a reflective culture and Hong Kong has yet to establish at system level
the wider use of evidence and data in the school a mechanism to collect and collate data and
sector to inform policy and strategy formulation evidence to inform policies and strategies. COTAP,
and decision-making, its own recommendations thus, proposes that one should be set up under

should, likewise, be data-driven and well supported T-dataset , the dataset on the professional
PD
by evidence-based information. COTAP is inspired development of the teaching profession, based
by the practice in some high-performing education on which evidence-based analyses could be made

systems, such as Australia and Finland, where of the attributes and capabilities expected of the
information on the demographics (e.g. age, gender profession at different career stages, and respective
and race), professional qualifications and current professional development needs could be
work situations (e.g. post, salary and workload) determined. It is suggested that, as in Australia and
and feedback (e.g. career aspirations, CPD and Finland, T-dataset could be updated at regular
PD
appraisal issues) are collected on a regular basis intervals (e.g. two to three years) to keep abreast
to inform policy formulation and practice. The of the latest developments in order to support
Teaching and Learning International Survey (TALIS) informed decisions on system-level planning and

of the Organisation for Economic Co-operation review, as well as the planning, design and
and Development (OECD) also provides a delivery of ITE and CPD programmes for teachers
comprehensive cross-country analysis that helps and school leaders. Relevant data from T-dataset PD
participating countries to draw reference from could also enable Hong Kong to benchmark against
others facing similar policy challenges. world-class practices and standards.

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