一份到校課程的報價邀請發出去，回來三份報價：行數差不多，堂數一樣，連「導師到校、每班 30 人、完成後有證書」都寫得一樣。價錢差距可以用導師資歷解釋，而三份文件都寫「資深導師」。要分辨的地方，藏在每一份都沒有寫的那幾行。Send out one request for quotations for an on-campus course and three come back. They have roughly the same line items, the same number of lessons, and the same sentence about a tutor arriving, 30 students a class and a certificate at the end. The price difference can be explained by tutor experience, and all three documents say the tutor is experienced. What separates them sits in the lines none of them wrote.
今年這條問題變得具體。「智啟學教」把要求寫進承諾書：五項承諾在第 5 段，兩份報告與一本獨立帳目在附件與第 10 段[1]。兩年後交的總結報告，靠的是今天這張報價有沒有留下可以放進報告的交付物。學校買的是一批交付物，最後要交的是證據。This year the question has a shape. The AI for Empowering Learning and Teaching programme writes its requirements into an undertaking: five commitments in paragraph 5, and two reports plus a separate ledger in the annexes and paragraph 10[1]. The summary report filed two years from now depends on whether the quotation signed today leaves behind deliverables that can be produced. A school buys a set of deliverables; it files evidence.
以下十二條問題分四組：對應承諾、交付與人、學校帶走甚麼、風險與收尾。每條寫明好答案長甚麼樣、弱答案遮住甚麼，可以直接複製進報價邀請。The twelve questions below sit in four groups: which commitment the work evidences, delivery and people, what the school keeps, and risk and closure. Each one shows what a good answer looks like and what a weak one hides. They can be pasted straight into a request for quotation.
摘要Summary
- 三份報價相似，因為報價邀請問的是同樣四欄：課程名稱、堂數、人數、價錢。分別藏在沒有問的那幾行。Three quotations look alike because the request asked for the same four columns: course name, number of lessons, class size and price. The difference sits in the rows nobody asked about.
- 這是一筆過 50 萬元的撥款，2026 年 6 月起發放，可用至 2028 年 8 月 31 日。五項承諾寫在第 5 段；中期報告在 2027 年 9 月 30 日或之前交，總結報告在 2028 年 9 月 30 日或之前交，學校另須備存一本獨立帳目[1][2]。The grant is a one-off HK$500,000, released from June 2026 and usable until 31 August 2028. The five commitments sit in paragraph 5. The interim report is due on or before 30 September 2027 and the summary report on or before 30 September 2028, and the school has to keep a separate ledger[1][2].
- 十二條問題分四組，逐條配一個好答案與一個弱答案。放進邀請，供應商就要用書面回答，答案自然分化。The twelve questions come in four groups, each with a good answer and a weak one. Put them in the request and suppliers have to answer in writing, which is where the answers stop converging.
- 三項條款要寫進合約：誰實際授課與怎樣替換、學校在完結後可以保留甚麼、取消與改期的規則。Three clauses belong in the contract: who actually teaches and how a replacement works, what the school keeps after the course ends, and the rules for cancellation and rescheduling.
- 示範課看四個觀察點：學生動手的時間佔幾多、出錯時導師怎樣處理、教師在場做甚麼、課後留下甚麼。A demonstration lesson shows four observation points: how much of the time students are doing the work, what the tutor does when a step fails, what the teacher in the room is doing, and what is left behind afterwards.
- 第 6 節列出我們自己在哪幾條答得最具體，哪一條較弱，讓這份清單可以被同一把尺量。Section 6 sets out which of the twelve we answer most concretely and which one we are weaker on, so the checklist can be held against us with the same ruler.
三份報價為甚麼一樣Why three quotations look alike
相似的第一個原因在邀請那一邊。學校最常用的三種寫法，沒有一種問到承諾對應。The first reason sits on the school's side of the table. None of the three common ways of writing the request asks for a commitment mapping.
只列課程清單。A course list only. 「中一至中三，8 堂，每堂 1.5 小時，30 人」。供應商照着填空，三份報價自然排得一樣。"S.1 to S.3, eight lessons, 1.5 hours each, 30 students." Suppliers fill in the blanks, and the three quotations line up the same way.
只列價錢與交付。Price and delivery only. 一式報價，含導師、材料、場地安排。比較得到的是總數與堂數，兩欄都十分鐘看得完，其他欄就少人問。One price covering the tutor, materials and room arrangements. What can be compared is the total and the lesson count, both readable in ten minutes, and the other columns get asked about less.
列承諾對應。Commitment mapping. 邀請要求投標者逐項說明對應哪一項承諾、交甚麼文件。這種寫法少見，一出現，答案立即分化：「全面配合」十分鐘寫得出，具體的交件日期與格式要拿課程設計出來對。The request asks each bidder to state which commitment the work evidences and what document will be handed over. This is rare, and when it appears the answers separate at once. "Fully compliant" takes ten minutes to write; a dated deliverable with a named format needs the course design in hand.
第二個原因在採購那一邊。三份報價放在同一張桌上比，最容易被比較的是價錢與堂數，因為它們有單位、有總數、可以排成一行。承諾對應與交件清單沒有單位，比起來慢，於是留到最後，通常沒有被問。The second reason sits on the procurement side. Three quotations on one table are easiest to compare on price and lesson count, because those have units, totals and a single row. Commitment mapping and a deliverables list have no unit, take longer to compare, and get left to the end, where the question usually is not asked.
結果是一筆算得清的帳：學校用一個價錢買到相同的堂數，兩年後打開報告表格，發現需要的那幾頁不在手上。要改的動作很細，在邀請裡加一頁問題就夠。The result is a clean calculation: the school buys the same number of lessons at a price, then opens the report form two years later and finds that the pages it needs are not in hand. The fix is small. One page of questions in the request is enough.
十二條問題Twelve questions
十二條分四組。前四條問這份報價對應哪一項承諾、留下甚麼證據；中四條問誰交付、學校帶走甚麼；後四條問風險與收尾。答得出來的供應商，會在第 2 條與第 9 條上花最多時間，因為那兩條要交出已完成的交付物。Twelve questions in four groups. The first four ask which commitment the work evidences and what proof it leaves; the middle four ask who delivers and what the school keeps; the last four ask about risk and closure. A supplier that can answer will spend most of its time on questions 2 and 9, because both require handing over a deliverable it has already produced.
| 問題Question | 好答案長甚麼樣What a good answer contains | 弱答案遮住甚麼What a weak answer hides |
|---|---|---|
| 1. 這份報價對應第 5 段五項承諾的哪幾項？1. Which of the five commitments in paragraph 5 does this quotation evidence? | 逐項寫明，並指出哪一項由這份報價單獨完成、哪一項要學校配合。Names them one by one, and says which the quotation completes alone and which needs the school to act. | 「全面配合教育局要求。」四項沒有寫，等於四項都沒有負責人。"Fully compliant with EDB requirements." Four of them go unnamed, which means four of them have no owner. |
| 2. 完結時，學校手上會有哪幾份文件可以放進報告？2. At the end, which documents will the school hold that can go into a report? | 具名清單：教學例子、公開課教案與錄影、分享會簡報、學生活動紀錄。每件有格式、數量與交件日期。A named list: teaching exemplars, open-lesson plans and recordings, sharing-session slides, student activity records. Each with a format, a quantity and a delivery date. | 「提供證書及活動相片。」相片放不進中期報告的表格。"Certificates and event photographs." Photographs do not fit the interim report form. |
| 3. 同一個科目的兩個級別，課程設計上怎樣分開？3. For one subject at two levels, how does the design differ? | 兩份不同的單元設計，說得出級別之間的難度差異，例如同一個任務在兩級的要求不同。Two different unit designs, and a stated difference in difficulty, for example the same task with different expectations at each level. | 同一份教材，級別只換標題。第 5 段的「兩個級別」變成同一班課寫兩次。One set of materials with a different title. The two levels in paragraph 5 become one lesson written down twice. |
| 4. 實際上堂的是誰？他病了怎麼辦？4. Who actually teaches, and what happens if that person is ill? | 具名導師、替補名單，以及替補的資歷。替補沿用同一份教案，並寫進合約。A named tutor, a named substitute and that substitute's experience. The substitute teaches the same plan, and this goes into the contract. | 「由專業導師團隊任教。」到第一堂才知道是誰。"Taught by our team of professional tutors." The school learns who on the first lesson. |
| 5. 教師在課堂裡的角色是甚麼？5. What is the teacher doing during the lesson? | 具體工作與時數：協同教學、觀課、批改學生作品、課後一小時簡介。寫明由誰安排時間。Named tasks and hours: co-teaching, observation, marking student work, a one-hour debrief. It also says who finds the time. | 「教師可自由參與。」「自由」在時間表上等於沒有人出現。"Teachers may join freely." On a timetable, freely means nobody turns up. |
| 6. 學校要提供甚麼？課室缺設備時怎樣處理？6. What must the school provide, and what happens if a room lacks it? | 一頁清單，列明由誰負責每一項，以及缺設備時的替代方案。A one-page list, with an owner for each item and a fallback when a listed item is missing. | 「學校提供合適場地及設備。」合適由誰判斷，到場才爭論。"The school provides a suitable room and equipment." Who judges suitable gets argued on the day. |
| 7. 教材、簡報與學生作品，學校可以怎樣再用？7. How may the school reuse the materials, slides and student work? | 可再用、可修改、可在校內分享，並寫明限制，例如不得轉售或用於其他機構的收費課程。Reusable, editable and shareable inside the school, with the limits written down, such as no resale or use in another organisation's paid course. | 「版權歸本公司所有。」學校付了錢，第二年換老師時不能用回自己的教材。"Copyright remains with us." The school pays, then cannot reuse its own materials when the teacher changes next year. |
| 8. 課堂用的平台帳戶與學生資料，完結後怎樣處理？8. Platform accounts and student data: what happens after the course? | 帳戶由誰開、資料存在哪、完結後的匯出與刪除日期與方法，寫明由誰執行。Who opens the accounts, where the data sits, and the dates and method for export and deletion after the course, with an owner for each. | 「平台由本公司提供。」資料留在誰的帳戶，要等出事才問。"The platform is provided by us." Whose account holds the data is asked only after a data incident. |
| 9. 學生帶走甚麼？怎樣放進 SLP 與 OEA？9. What does a student take away, and how does it go into the SLP and OEA? | 一件可展示的作品與一份紀錄，附上寫法示例：作品是甚麼、解決了甚麼問題、學生負責哪一部分。One presentable artefact plus a written record, with an example of the wording: what it is, what problem it solves, which part the student did. | 「完成證書一張。」證書記錄出席，作品記錄做過甚麼。"A certificate of completion." A certificate records attendance, not a piece of work. |
| 10. 一堂取消（颱風、停課、考試週）怎樣補？10. If a lesson is lost to a typhoon, a closure or exam week, how is it made up? | 補課的日期規則、替代形式、最遲通知期，寫進合約，不靠口頭承諾。A date rule for the make-up lesson, an alternative format, a notice period, all written into the contract, with a verbal promise not accepted. | 「另行安排。」八堂課少一堂，學生的作品就少一個步驟。"Will be arranged separately." One lesson lost out of eight removes one step of the student's project. |
| 11. 中途發現不合適，可以怎樣調整？11. If the course is not fitting halfway through, what can change? | 寫明檢視點（例如第 2 堂之後）與可調整的範圍：難度、工具、產出形式。A stated review point, for example after lesson 2, and what may change: difficulty, tools, the form of the output. | 「可按需要調整。」沒有檢視點，調整就要在課堂上即場談，通常就此作罷。"Can be adjusted as needed." With no review point, adjustment gets negotiated in the room and usually dropped. |
| 12. 完結時你們交一份甚麼文件給學校？12. What document do you hand the school at the end? | 報告的內容清單與交件日期，並提供一份已完成的樣本，可以事先看。A contents list and a delivery date, plus a completed sample the school can read beforehand. | 「提交完成報告。」到十二月才知道那份報告有沒有數字。"A completion report will be submitted." In December the school finds out whether it contains a single number. |
用法上只有三點。把十二條原句放進邀請，要求書面回答，不接受「按需要」三個字；收到的答案用同一張表評分，好答案 2 分、部分 1 分、弱答案 0 分；邀請裡寫明答案會寫進合約，供應商就會在投標前把交付物確認一次。Three points on using it. Paste the twelve questions into the request and require written answers, with "as needed" not accepted; score the answers on one sheet, 2 for a good answer, 1 for partial, 0 for a weak one; state in the request that the answers become part of the contract, and suppliers will confirm the deliverables before they bid.
寫進合約的三項條款Three clauses to write into the contract
報價回答的是「買甚麼」，合約回答的是「出問題時怎樣」。以下三項最常留在口頭承諾裡，也最容易在第二年出事。A quotation answers what is being bought. A contract answers what happens when a lesson is lost or a tutor leaves. These three items most often stay verbal, and they are the three that cause trouble in the second year.
一、誰授課，以及替換的規則One: who teaches, and the rule for a replacement
合約寫上實際授課者的姓名，並附一名替補與其資歷。替補沿用同一份教案，學校有權在替補不合適時要求再換。為甚麼寫姓名：「資深導師」是形容詞，「陳老師，任教三年，帶過四間學校的同一課程」是資料。形容詞在付款之後無法核對。The contract names the person who teaches, with a named substitute and that person's experience. The substitute teaches the same plan, and the school may ask for another replacement if the substitute does not fit. Why the name matters: "an experienced tutor" is an adjective; "Mr Chan, three years teaching, has run this course at four schools" is information. An adjective cannot be checked once the invoice is paid.
二、完結之後，學校可以保留甚麼Two: what the school keeps after the course
三類安排各自寫清楚：教材與簡報的使用範圍、學生作品與紀錄的存放方式、平台帳戶與資料的匯出與刪除日期。第二年換了科主任，新的同事要能在校內網絡找到上一年的教案與學生作品；找不到，那批承諾就只剩一份證書。Write three arrangements separately: how far the materials and slides may be reused, where student work and records are kept, and the dates for exporting and deleting platform accounts and data. When the panel head changes in the second year, the new colleague needs to find last year's lesson plans and student work on the school network. If those cannot be found, the commitments reduce to a certificate.
三、取消、改期與中途調整Three: cancellation, rescheduling and changes midway
颱風、停課、考試週與校內活動改期，每一項都寫一條規則：最遲幾時通知、補課落在哪個時段、機構取消時怎樣退款或順延。寫進合約的理由：一堂課的價值在課程結構裡，抽走一堂，學生的作品就少一個步驟；口頭補課承諾在第三個月通常變成「下次夾時間」。Typhoons, closures, exam weeks and reshuffled school events each get a rule: the latest notice, the window a make-up lesson falls into, and what happens if the provider cancels, whether a refund or a deferral. Why it belongs in the contract: a lesson's value sits in the structure of the course, and removing one removes a step from the student's project. A verbal promise to make it up turns into "we will find a time" by the third month.
示範課看甚麼What to watch in a demonstration lesson
第 5 段的第三項承諾要求學校在最少三個科目範疇舉辦最少三次公開課或示範課[1]。這一項本身就有用：它是唯一一次可以在簽約前看到課堂的機會。四十分鐘的示範課，看四個觀察點就夠。The third commitment in paragraph 5 asks a school to run at least three open or demonstration lessons across at least three subject areas[1]. That commitment is useful on its own: it is the one chance to watch a lesson before signing. In a forty-minute demonstration, four observation points are enough.
| 觀察點What to watch | 好的樣子What good looks like | 要留意的樣子What to watch out for |
|---|---|---|
| 學生動手的時間Time students spend doing | 六成以上時間學生在操作、修改、互相檢查，導師在組與組之間走動。More than half the time students are building, revising or checking each other's work, and the tutor moves between groups. | 大部分時間看投影機，學生只在最後五分鐘試一次。Most of the lesson faces the projector, and students try it once in the last five minutes. |
| 出錯的時候The moment a step fails | 導師把錯誤變成一個步驟，讓學生自己找出哪一句指令寫得含糊，再改一次。The tutor turns the error into a step: the student finds which instruction was vague and rewrites it. | 導師伸手替學生做完，示範課順利，學生沒有學到下一次怎樣做。The tutor reaches over and finishes it. The lesson looks smooth, and the student has not learned what to do next time. |
| 教師在場做甚麼What the teacher is doing | 教師記錄學生提問、認出哪幾位落後，並在課後說得出下一步怎樣接。The teacher notes the questions students ask, spots who is behind, and can say after the lesson how the class continues. | 教師坐在課室後面，課後沒有討論時間。The teacher sits at the back, and there is no time to talk afterwards. |
| 課後留下甚麼What is left afterwards | 一份當日的學生作品與一段簡短紀錄：做了甚麼、卡在哪裡、下次教甚麼。One piece of student work from the day and a short record: what was made, where it stalled, what comes next. | 一張大合照，以及一句「學生反應很好」。A group photograph and a sentence about how well students responded. |
示範課要落在哪個科目與級別，與學校先決定由哪一個學習階段開始有關；四個階段的排法見〈四個學習階段〉。Which subject and level a demonstration lesson falls in depends on the stage the school has decided to start from; the four learning stages sets the order out.
示範課的安排也要問清楚：誰付這四十分鐘、幾多人可以來觀課、觀課後有沒有三十分鐘討論。三十分鐘討論比示範課本身更有用，因為它會顯露供應商怎樣理解你學校的科目與級別。Ask about the arrangement as well: who pays for the forty minutes, how many colleagues may observe, and whether thirty minutes of discussion follow. The discussion is more useful than the demonstration, because it shows how the supplier understands your subjects and levels.
我們怎樣答這十二條How we answer the twelve
同一份清單放在我們身上。以下按四組說明我們答得最具體的部分，與答得較弱的一條，讓這份清單可以被同一把尺量。The same list applied to us. The four groups below say where we answer most concretely and which single question we are weaker on, so the checklist can be turned on us with the same ruler.
承諾對應（第 1 至 3 條）Commitment mapping (questions 1 to 3)
報價按「智啟學教」六項要求排列，每一項對一個交付物與一個日期；第 2 條的清單在第一次見面就給，格式用學校可以直接放進計劃書的那一種。同樣的對應寫在到校 AI 課程那一頁的六大承諾裡，兩邊數字相同，因為兩邊都抄自同一份通函。Our quotation is arranged by the six requirements of the programme, each with a deliverable and a date. The list for question 2 is handed over at the first meeting, in the format a school can drop into its plan. The same mapping sits in the six commitments on the on-campus AI course page, and the numbers match because both are copied from the same circular.
交付與人（第 4 至 6 條）Delivery and people (questions 4 to 6)
導師具名，連同替補與替補的授課經驗；學校要提供的場地與設備是一頁清單，寫明由誰負責；課室少了設備，我們帶來的平板補上，那一節照原定進度走。The tutor is named, with a substitute and that person's teaching record. What the school must provide fits on one page, with an owner for each item. If the room is short of equipment, tablets we bring cover it and the lesson keeps its place in the sequence.
學校帶走甚麼（第 7 至 9 條）What the school keeps (questions 7 to 9)
教材與簡報可再用、可修改，限校內使用；學生作品以連結與檔案兩種形式交回，附一份怎樣寫進 SLP 與 OEA 的說明；平台帳戶在課程完結後 30 日內匯出並刪除，日期寫在合約。三種交付形狀各有現成頁面：自建 AI 學習助手兩堂六小時、互動式數字人八堂十二小時、月球車探測機械人八堂十二小時，對應不同的承諾組合。Materials and slides may be reused and edited inside the school. Student work comes back as both a link and a file, with a note on how to write it into the SLP and OEA. Platform accounts are exported and deleted within 30 days of the course ending, with the date in the contract. Three delivery shapes have their own pages: Build Your Own AI Tutor at two lessons over six hours, the interactive digital human at eight lessons over twelve hours, and the lunar rover at eight lessons over twelve hours, each mapping to a different set of commitments.
風險與收尾（第 10 至 12 條）Risk and closure (questions 10 to 12)
取消與改期的規則寫進合約，包括我們取消時怎樣順延；第 12 條交的是一份已完成的報告樣本，學校在簽約前可以看完整一份，包括裡面的數字與樣本作品。The rules for cancellation and rescheduling sit in the contract, including what happens if we cancel. For question 12 we hand over a completed sample report, so the school reads a whole one before signing, numbers and sample work included.
我們較弱的一條：第 11 條Where we are weaker: question 11
我們的課程按既定節數設計，中途大幅調整會影響後面的產出。所以我們只承諾在第 2 堂之後做一次檢視，可以改難度與分組，不改產出目標。這條寫出來，是因為學校有權在簽約前知道分寸在哪裡；把弱項留到第一堂才發現，對雙方都貴。Our courses are built to a fixed number of lessons, and changing direction halfway would affect the output the later lessons depend on. So we commit to one review after lesson 2, where difficulty and grouping may change and the output target stays. That is written down because a school deserves to know the limit before signing; discovering it in lesson one costs both sides.
