From external inspection to self-evaluation: A study of quality assurance in Hong Kong kindergartens

From external inspection to self-evaluation: A study of quality assurance in Hong Kong kindergartens

• Wong, Margaret N. C. Dept. of Early Childhood Education, Hong Kong Institute of Education
• Li, Hui Faculty of Education, University of Hong Kong

Early Education & Development, 21(2), 205-233, 2010

Lawrence Erlbaum Associates

2010

• R Educational Policy & Administration
  • RF School Supervision, Accountability & Inspection: Education Indicators, Privatization of School
• S School Environment & Facilities, Organization
  • SI School Effectiveness & Improvement

Education & Educational Research Psychology, Educational Psychology, Developmental

• Hong Kong

• 1997.7 onwards

• Pre-Primary Education

Research Findings: Hong Kong launched the new mechanism of the Quality Assurance Inspection (QAI) in 2000 to enforce accountability and school improvement in the sector of early childhood education. The QAI comprises 3 stages: school self-evaluation, external inspection, and release of the QAI report to the public. To understand the roles of self-evaluation and external inspection and their interactions, we analyzed all 80 QAI reports released by the government from 2004 to 2007 and interviewed the principals and teachers of 3 kindergartens that had been ranked excellent, good, and satisfactory on Learning and Teaching performance in the QAI. The results indicated that (a) school performance on self-evaluation was significantly and positively correlated with Learning and Teaching performance but negatively correlated with the number of problems found in the QAI, (b) all kindergartens reported 4 types of challenges brought about by the external inspection (i.e., uncertainty, personnel, workload, and psychological burdens), and (c) the QAI was a facilitative and productive process for school self-evaluation and quality improvement. Practice or Policy: These findings suggest that an effective quality assurance mechanism should maintain a balance between external and internal evaluations and should work toward school empowerment and improvement.
[Copyright of Early Education & Development is the property of Lawrence Erlbaum Associates. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/10409281003638725]

• English

Journal Articles

• 10409289

• 10.1080/10409281003638725

https://bibliography.lib.eduhk.hk/bibs/387a1bde

2010-11-28