The Quality School Improvement Project (QSIP) was established in 1998. In its early years, it drew inspiration from the Accelerated Schools Project (ASP) at Stanford University in the United States, pioneering university-school partnership collaboration in Hong Kong. Over time, it gradually incorporated local practical experiences, developing indigenous school improvement trajectories that aligned with the specific context and needs of local schools.
Adhering to the core principles of ‘holistic, interactive, and organic’, QSIP has been dedicated to facilitate teacher professional development and school improvement in response to the directions and needs of educational development.
In addition to projects commissioned by the Education Bureau and supported by the business sector and private foundations, the team has developed tailor-made school-based support programmes on a self-financing basis. Through these programmes, QSIP has assisted 710 schools in planning and implementing various school-based initiatives from a holistic perspective, aiming to achieve comprehensive school improvement. To date, its support has reached more than 75% of primary and secondary schools in Hong Kong.
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QSIP School-Based Professional Support
QSIP initiated to tailor-make self-financing programmes for individual schools and educational organisations. Over the years, more than 410 primary and secondary schools have collaborated with QSIP for teacher development and school improvement on a self-financing basis.
Adhering to the philosophy of comprehensive school improvement, QSIP tailor-makes school-based support initiatives that are in concert with the context and improvement needs for each school to promote holistic and sustainable development. The services was further expanded in 2017/18. Diverse development focuses are addressed, including school-self evaluation (PIE), middle-level leadership development, self-directed learning, cater for learner diversity, assessment literacy, cross-curricular learning, Reading across the Curriculum (RaC), Language across the Curriculum (LaC), student support and class ethos, Values Education and training for new teachers.
Participating schools:
410+ primary and secondary schools in Hong Kong
10+ schools in Macau -
Project LEAP
(Learning Enhancement with AI-powered Pedagogy)Aligning with the school-based context and student needs, the programme supports different subject areas in integrating artificial intelligence (AI) with pedagogy. By leveraging AI to enhance learning and teaching and developing tailored resources, the initiative aims to promote self-directed learning, cater for learner diversity, and enhance assessment literacy, thereby improving the effectiveness of learning and teaching while strengthening students’ information literacy and values.
(The programme aligns with the principles and ambits of Education Bureau’s “AI for Empowering Learning and Teaching Funding Programme”)
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Project WeCan
Project WeCan is an innovative initiative built on a Business and community organisation–University–School tripartite collaboration. It provides students who are disadvantaged in learning a wide range of opportunities for learning, personal development, and career exploration, which broaden their exposures and foster confidence. As a core partner, QSIP offers professional support to participating schools, focusing on sustainable development in school planning and management, learning and teaching, and student support. The initiative also seeks to enhance public awareness of the developmental needs of adolescents.
(Funded by Project WeCan Foundation Ltd)
Participating schools:
2025-2028: 81 secondary schools
2011-2021: 13 secondary schools -
QSIP Professional Support:
Elevate Self-directed English LearningThe programme aims to support English Language teachers in developing pedagogical strategies and learning and teaching resources that promote students’ self-directed learning. By taking into account students’ learning needs and interests, the programme guides students through a systematic self-directed learning process, enabling them to progressively enhance their learning skills, English language proficiency, and learning motivation.
(The programme aligns with the principles of the EDB’s “One-off Grant for Promotion of Self-directed Language Learning (English Language)”)
Participating schools:
13 primary schools, 21 secondary schools
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Project CLOVER –
Development of School-Based Parent Education CurriculumThe programme supports schools in strategically planning and developing parent education initiatives. QSIP collaborates with schools to conduct a needs analysis and systematically adapt the “Curriculum Framework on Parent Education” to design, enhance, and implement school-based programmes that address the needs of both students and parents. The collaborative efforts aim to foster a continuous and supportive home-school partnership, establish a positive culture of parent education, and strengthening parent-child relationships. In addition, the team consolidated the findings from nearly 8,000 parent survey responses and published a survey report, providing a valuable reference for the development of parent education and related support initiatives in primary and secondary schools in Hong Kong.
(The programme aligns with the Education Bureau’s “One-off Grant on Parent Education”)
Participating schools:
10 primary schools, 35 secondary schools -
“Growing along with Adolescents: Empathy and Companionship” Parent Education Course for Parents of Secondary Students
This public programme, commissioned by the Education Bureau and developed in accordance with the “Curriculum Framework on Parent Education (Secondary School)”, aimed to enhance parents’ understanding of adolescent development and developmental tasks, foster an empathetic approach to parenting, and strengthen effective parent–child communication. By encouraging parents to “walk alongside” their children and schools, the programme promoted healthy and balanced adolescent development.
The programme consisted of five sessions covering a range of topics and was delivered through case studies, role-playing, and experiential activities, with a strong emphasis on the integration of theory and practice.
Participants:
Approximately 1,400 parents of secondary students (including face-to-face and online participation) -
Setting Cultural Tradition in Motion:
Promotion of Chinese Culture and Intangible Cultural Heritage (SCTM)The programme assists teachers in developing and implementing school-based Chinese culture curricula that organically integrate academic elements from different subjects and experience-based learning activities. It aims to enrich students’ understanding of Chinese culture and heritage while aligning with the school’s Value Education and development goals. Additionally, the collaborative process aims to strengthen teachers’ capacity in curriculum design, implementation and evaluation.
(Phase 1 to 3 was funded by the Tin Ka Ping Foundation; Phase 4 is financed by schools)
Participating schools:
27 primary schools, 9 secondary schools
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QSIP: Tracking Students’ Learning through Comprehensive Enhancement of Assessment Literacy (QSIP-CEAL)
QSIP-CEAL endeavoured to equip English Language teachers, along with the entire teaching staff of schools, with knowledge, skills and attitudes which build effective assessment practices to inform their instruction.
Adhering to the philosophy of comprehensive school improvement, the project led curriculum and instructional leaders through change. Tailor-made on-site professional support for assessment design and implementation based on a needs analysis and progress review was provided to strengthen the alignment of learning, teaching and assessment.
(Commissioned by the EDB;
Funded by the Education Development Fund in 2017-2019 and funded by the QEF from 2019/20 onwards)
Participating schools:
24 primary schools, 14 secondary schools -
Jockey Club “Diversity at Schools” Project (Phase 1)
It was a joint venture among QSIP and various expertise, which endeavoured to strengthen teachers’ professional capacity of catering for learner diversity and facilitating school-based diversity management at school-level.
QSIP, in charge of the focus of “Maximizing Choices” under the project, collaborated with partner schools to develop a repertoire of strategies that cater for learner diversity in 4 core subjects
(Chinese Language, English Language, Mathematics and General Studies/Liberal Studies) based on the philosophy of Differentiated Instruction. The collaboration also empowered school leaders and instructional leaders in leading the change.
(Funded by the Hong Kong Jockey Club Charities Trust)
Participating schools:
14 primary schools, 18 secondary schools -
Enrichment of Moral Education through Storytelling
Through school-based support, the programme assisted teachers in adopting storytelling as a teaching strategy to enhance primary school students’ reading and thinking skills, as well as to facilitate moral education.
The participating teachers explored how to use story to develop their curriculum and achieve the learning objectives, thereby strengthening their professional capacity in curriculum and pedagogy.
(Funded by the Tin Ka Ping Foundation)
Participating schools:
9 primary schools -
System Innovation and Talent Education Program (SITEP)
SITEP was a joint venture between QSIP and the National Academy for Educational Research in Taiwan, aimed at providing professional training for school leaders and teachers in primary, junior high and senior high schools in Taiwan. QSIP organised separate multi-day training programmes specifically tailored for teachers from each sector. To further encourage the exchange of experiences among teachers from Hong Kong and Taiwan, school visit tours and professional dialogue sessions were organised for the two groups respectively.
(Funded by the Tin Ka Ping Foundation)
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Quality Schools in Hong Kong (QSHK)
QSHK promoted whole-person development by facilitating schools in developing school-based cross-curricular learning programmes that consisted of a wide range of life enrichment experiences enabling students to strike for excellence in intellectual, social and moral, as well as physical and aesthetic development. QSHK provided 3-year professional support to 6 schools. The experience of developing cross-curricular learning conceptualized from QSHK pioneered whole-person development in local schools.
(Co-funded by the D. H. Chen Foundation and the Chow Tai Fook Charity Foundation)
Participating schools:
7 primary schools, 5 secondary schools -
QSIP: A Whole School Approach to Implementing Self-Directed Learning as a Strategy to Cater for Learner Diversity (QSIP-SDL)
QSIP-SDL adopted a comprehensive, interactive and organic approach adhering to QSIP’s rationale to facilitate self-directed learning in a whole-school perspective for the goal of catering for learner diversity. The team provided tailor-made school-based support informed by a needs analysis of individual schools and collaborated with teachers of the subjects selected by the schools, mainly at the upper primary and junior secondary levels, to develop curriculum, pedagogy and assessment that enhance students’ motivation and capacity to learn.
(Commissioned and funded by the EDB)
Participating schools:
50 primary schools, 30 secondary schools -
QSIP: Support for Learning Diversity (QSIP-SLD)
QSIP-SLD provided comprehensive school-based support for schools in planning, implementing and evaluating actions for catering learner diversity.
To achieve the goal, QSIP-SLD endeavoured to build consensus and common language among the teaching team of the school, followed by developing and trying out strategies with teachers at curriculum and teaching levels. Through enhancing the repertoire of practice, teachers’ confidence and professional capacity in catering for learner diversity were strengthened.
(Commissioned and funded by the EDB)
Participating schools:
48 primary schools, 175 secondary schools -
QSIP: School Improvement for Special Schools (QSIP-SISS)
Adhering to the philosophy of comprehensive school improvement, QSIP-SISS provided school-based support based tailored to the specific context and development focus of each school, as identified through a needs analysis exercise. Collaboration took place at various levels and across multiple aspects, aiming to enhance school-based curriculum and the effectiveness of learning and teaching, strengthen teachers’ professional capacity, and develop an evidence-based mechanism that is conducive to sustainable development.
(Commissioned and funded by the EDB)
Participating schools:
24 special schools -
Quality School Improvement Project (QSIP)
QSIP provided tailor-made support to schools with regards to their context and development needs along their journey of comprehensive school improvement.
The collaboration emphasised in empowering school leaders and teachers as internal change agent, who processed the capacity and aspiration in leading sustainable development in the school.
The support adopted a holistic, interactive and organic approach, which delivered multilevel focuses, including ‘points’ (helping teachers internalise professional learning), ‘lines’ (establishing collegiality and enhances teachers’ professional capacity) and ‘planes’ (establishing self-improvement mechanism and culture conducive to improvement).
The establishment of joint-school learning communities and teacher secondment programme under QSIP had also built up a platform for professional exchange.
(Commissioned and funded by the EDB)
Participating schools:
112 primary schools, 114 secondary schools, 15 special schools -
Quality Schools in Action (QSA)
Inheriting local school improvement experiences accumulated in the previous projects and adhering to the core principles of “holistic, interactive, and organic”, QSA continued to facilitate professional development in local schools. The team provided school-based support on the areas of school development and planning, learning and teaching, and student support for the goal of comprehensive school improvement.
(Funded by the QEF)
Participating schools:
8 primary schools, 5 secondary schools -
Quality Schools Project (QSP)
QSP has earned a good reputation for integrating local context and the knowledge of school improvement in the west for developing indigenous school improvement trajectories that were embraced by local schools. The team continued to adopt the holistic, interactive and organic approach, and emphasised on evidence-based and student-centered when tailor-making school-based professional support that was in concert with school context and needs.
(Funded by the QEF)
Participating schools:
23 primary schools, 17 secondary schools -
Accelerated Schools for Quality Education Project (ASQEP)
Inspired by the Accelerated Schools Project (ASP) led by Professor Henry Levin of Stanford University in the United States, ASQEP was the pioneering university-school partnership programme launched in Hong Kong in response to the need for professional development stimulated by the education form.
ASQEP was the earliest programme in Hong Kong that introduced the holistic, interactive and organic approach in supporting schools along their development.
(Funded by the QEF)
Participating schools:
26 primary schools, 24 secondary schools