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On 27 May 2019, Time Capsule Opening Ceremony cum 25th Anniversary Commemorative Publication Launch was held to open the buried time capsule. The records include ceremony programmes, guestbook and photographs documenting the planning and conduct of the opening event.

These records provide evidence of institutional continuity between the Hong Kong Institute of Education and the Education University of Hong Kong and document the University's interpretation and commemoration of its historical development.

File list:

• Programme Rundown of the Time Capsule Opening Ceremony cum 25th Anniversary Commemorative Publication Launch;
• Photos taken on the Time Capsule Opening Ceremony cum 25th Anniversary Commemorative Publication Launch;
• Guest Book of the Time Capsule Opening Ceremony cum 25th Anniversary Commemorative Publication Launch;
• 25th Anniversary Commemorative Publication 《尊師重道》

In May 2009, the Council approved the Institute’s way forward under a new Strategic Plan 2009-12 and Beyond, with Planning for the Future, Making a Different its overriding theme. It outlined the Institute’s vision for the transformation into a University of Education, to make an impact not only in Hong Kong but also in the Asia Pacific region:

Phase I - establishment of the office of Vice President (Research and Development) in January 2008 to provide leadership in promoting a strong research culture and infrastructure within the Institute.

Phase II - academic restructuring began in August 2008, with the existing two faculties reconstituted into three: (1) Faculty of Languages, (2) Faculty of Arts and Sciences and (3) Faculty of Education Studies.

Phase III - in 2009/2010, academic restructuring targeted constituent departments, with the aim of enhancing their capacities through sharpened subject strengths within more focused disciplinary boundaries.

When The Hong Kong Institute of Education (HKIEd) was formally retitled as The Education University of Hong Kong (EdUHK) on 27 May 2016, its academic and organisational governance structure remained unchanged to ensure operational continuity. The core academic structure retained the Faculty of Education and Human Development, Faculty of Humanities and Faculty of Liberal Arts and Social Sciences.

Records may include those relating to academic governance, curriculum and programme development, teaching and learning activities, academic staffing, research and student-related academic matters. The records provide evidence of the University's academic development and educational activities.

Between 1994 and 1998, the Hong Kong Institute of Education (HKIEd) operated a matrix academic structure consisting of "programmes” and “departments”, and they ran in parallel with one another to enable inputs from various departments to the same programme.

On the “programmes” side of the matrix, there were three Divisions responsible for the operation and monitoring of academic programmes; whereas the “departments” provide the focal point for the development of subject expertise, research and other scholarly activities.

From 1994 to 1997, HKIEd operated from a Head Office in Causeway Bay and seven campuses, offering mainly Certificate Courses in Education and In-service Training Courses.

Minutes, memoranda and discussion papers in this file were all distributed to the members of the Working Group on the Possible Future of the Colleges of Education. During the meeting, they discussed matters such as the research and publication capabilities of each College, hostel accommodations, the development of B.Ed Course, student enrollment and possible staffing options.

Minutes, memoranda, correspondence, reports and related records maintained by the Northcote College of Education concerning the activities of the Teacher Education Consultative Committee. This Consultative Committee was one of two-tier of consultative committee, comprising both itself and the Teacher Education Coordination Committee.

The Consultative Committee was established to coordinate teacher education matters in Hong Kong more effectively. Under its initiative, two new working groups were established:
(1) The B.Ed. Working Parties of the Teacher Education Consultative Committee, which was responsible for establishing an information database to serve as a basis for reviewing proposals related to curriculum structure, content and teaching arrangements;
(2) The Working Group on the Establishment of Co-ordinating Committee for Teaching Practice Arrangements.

File list:

• NCE/5032/82 Teacher Education Consultative Committee (21 December 1981 - 14 January 1987) [1 paper folder];
• TECC minutes (12 September 1984 - 14 January 1987) [1 paper folder].

This file includes draft discussion papers distributed by the Task Group in soliciting views and opinions from lecturers of the Colleges of Education regarding issues related to existing teacher education curriculum.

Also included are miscellaneous papers from the Working Group on Academic Development of the Provisional Governing Council on the delivery mode of HKIEd programmes, and papers from the HKIEd regarding the headship posts in the Department of Social Studies.

Beginning in early June 2002, a panel commissioned by the University Grants Committee (UGC) visited all tertiary institutions to evaluate the Government of the HKSAR's investment in higher education. The focus was on the mechanisms and processes in place to assure and improve the quality of teaching and learning. The panel of around fourteen local and overseas experts conducted a Teaching and Learning Quality Process Review (TLQPR). The Hong Kong Institute of Education (HKIEd) was one of the first to be visited.

As part of its move toward university status, HKIEd prepared extensively for the UGC’s TLQPR review scheduled for 5-6 June 2002. Preparations included engaging external consultants, developing Education Quality Work (EQW) profiles across units, and conducting internal trial review visits in mid-June 2001. These trials received positive feedback for staff and student commitment and strong quality assurance processes, particularly in curriculum design. The Teaching and Learning Quality Assurance Committee (TLQAC) both oversaw and participated in the internal review.

The TLQPR Panel finally selected 13 units/programmes for review, two of which were SCAST and PGDE(S).

File list:

• Information folder for the second round of Teaching and Learning Quality Process Review visit to SCAST (June 2001) (21 May 2001) [1 paper folder]
• [Second round UGC and internal TLQPR records for the SCAST] (20 February 2001 - 14 August 2001) [1 paper folder; Includes a meeting with the British educator Sir William Taylor.]
• [Second internal TLQPR: evaluation and response records] (July 2001 -17 May 2002) [2 paper folders]
• [TLQPR internal review and self‑assessment records] (6 July 1999 - 16 May 2002) [3 paper folders; Includes documentation from the first and second rounds of internal review of the Teaching and Learning Quality Process, with records of the first TLQPR dating primarily from 1990-2000 and records of the second TLQPR dating from 2001-2002; Includes the UGC’s report on Higher Education in Hong Kong.]
• [Preparation records for the second TLQPR] (5 March 2002 - 5 June 2002) [3 paper folders]
• [Supplementary and supporting information submitted by relevant units] (15 March 2002 - 30 May 2002) [5 paper folders]
• SCAST and PGDE(S) talking paper (5 June 2002 - 6 June 2002) [The TLQPR Panel asked the respondents to structure their papers around the first four domains of EQW that represent the TLQPR’s organising structure. These domains were (1) Design of Curricula, (2) Design of Teaching and Learning Processes, (3) Design of Student Assessment and Use of Assessment Results, and (4) Implementation Quality. Using the four domains as the main headings helped the Panel to maintain its bearings and ensured that all significant elements were addressed. Domain 5 was covered in the first four domains; SCAST’s set was incomplete.]

Some documents overlap with materials found elsewhere within the file, reflecting repeated use for preparation and review purposes.

Records relating to meetings of the Proposed Community Creative Arts Complex Project Planning Committee, including agenda, draft notes, and correspondence with internal and external parties.

Content:
A.1st meeting of the Proposed Community Creative Arts Complex Project Planning Committee
B. 2nd meeting of the Proposed Community Creative Arts Complex Project Planning Committee
C. 3rd meeting of the Proposed Community Creative Arts Complex Project Planning Committee
D.4th meeting of the Proposed Community Creative Arts Complex Project Planning Committee
EF. 5th meeting of the Proposed Community Creative Arts Complex Project Planning Committee
G. 6th meeting of the Proposed Community Creative Arts Complex Project Planning Committee
HI. Meeting with West Kowloon Cultural District Authority
L. Internal correspondence
M. External correspondence
NO. Correspondence, hiring of student helpers and leave applications
PQ. Meetings and correspondence with Hong Kong Jockey Club