Mr Han agreed teachers should be committed to lifelong learning, but not under 'stress'.

'I once gave up my job and devoted my time to studying overseas at my own cost. Apart from my first degree in English and a teaching certificate, I also gained my master's degree in the United States and a degree in Europe years ago.

'But my principal thinks fulfilling the 150-hour quota is crucial, as it is easier for the EMB to assess our school in terms of number of hours. I think working as a teacher has lost an important part of its meaning under the current system.'

At his school, the number of hours each teacher attends at seminars or classes outside school are printed and distributed during staff meetings. Those who accumulate lots of hours are praised, those with fewer hours are criticised.

But Mr Han said: 'Spending more time with my students who have learning difficulties and behavioural problems is more important.'

Simon Chan, a language teacher for two decades, also said some principals used administrative measures to push teachers to make the 150-hour quota.

'Teachers are summoned to explain why they failed to attend seminars or take courses after school or on Saturdays. Some supervisors even sign up seminars for teachers without asking them if they want to go or if they are free to go,' he said.

Mr Chan criticised EMB seminars as repetitive and of little use.

'The bureau only invites schools which have a good relationship with them to hold sharing sessions or seminars. The speakers of course only talk about the good things about the education reforms or new teaching methods endorsed by the bureau,' he said.

'We already have lots of work. But some principals are only concerned about making up the hours. Teachers sometimes just go there and sit there for hours. What do they gain out of that?'