A social reminder: What the public want from the education reform in Hong Kong

A social reminder: What the public want from the education reform in Hong Kong

一個對社會的提示：大眾想從教育改革中得到什麼

• Wong, Kai Shung

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 58(1), 159-175, 2010

Hong Kong

Hong Kong Teachers' Association

2010

• R Educational Policy & Administration
  • RG Education Reforms

Lifelong Learning Educational Change Foreign Countries Change Strategies Strategic Planning Educational Policy Position Papers Public Opinion Educational Philosophy Creativity Communication Skills Goal Orientation Learner Engagement Educational Needs Educational Assessment Hong Kong Education Reform Joy in Learning Effectiveness of Communication 教育改革進展報告 樂於學習 善於溝通

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Background: The Education Commission (EC) of Hong Kong, the advisory body set up by the government on the overall development of education in Hong Kong, began developing a policy of education reform in 1998 and published its blueprint in 2000. In 2006, the EC published its fourth official report on the progress of the reform -- Progress Report on the Education Reform (4).
Discussion Focus:The policy document developed in 2000 contains a paragraph that summarises the 14,000 public submissions received by the EC at that time. The EC has adopted this summary as its reform priority. It contains four sociopsychological elements -- joy in learning, effectiveness of communication, creativity, and sense of commitment -- and points out that education for lifelong learning should emphasise more on the inner qualities of a person than personal skills. The policy also recognises for the first time that human knowledge is constructed.
This paper analyses the texts of the 2006 progress report and the 2000 policy document and discovered that the progress reported has essentially neglected the priority stated in the policy.
In parallel with the textual analysis, the paper explores the meanings of the four socio - psychological elements from the perspective of personal inner qualities.
Suggestions: The paper is a reminder that the priority stated in the policy is what the public want and what the EC has promised to act on. It would be undemocratic and negligent for the EC to bypass it quietly. The paper suggests that the deep meanings of the four socio-psychological elements should be explored, to be followed by modification of the strategies of the reform so as to fulfil what the public want. The paper also suggests supplementary empirical studies involving educational professionals to validate the results.
背景：教育統籌委員會（教統會）是政府成立的咨詢團體，以提供教育整體發展的意見。它從1998年開始制訂教育改革的政策，並於2000年公佈了藍圖。2006年，教統會公佈了教育改革進展的第四份正式報告。
討論焦點：2000年的政策文件中有一段，總結了教統會當時從公眾所收到的14,000份意見書。教統會採納了這個總結，作為改革的首要達致的目標。它包含四個社會心理學的元素：樂於學習、善於溝通、勇於承擔、敢於創新；並指出，要提倡終身學習，教育應重視個人的深層素質多於重視個人的知識與技能。政策更首次承認人的知識是建構而成的。
本文分析2006年的進展報告及2000年的政策文件的原文，發現所報告的進展大致忽視了政策中首要達致的目標。
進行原文逐段分析的同時，本文從個人的深層素質的角度，探究這四個社會心理學的元素的解釋。
建議：本文是一個提示，提醒政策中首要達致的目標是大眾想要的，也是教統會承諾要處理的。教統會靜悄悄地迴避它是不民主的，或許是一種疏忽。本文提議應該對這四個社會心理學的元素作深入的探究，從而調整落實改革的策略，以達致大眾想要的目標。
本文亦提議，為提高效度，須要對教育專業人士的實際經驗進行研究。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

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https://bibliography.lib.eduhk.hk/bibs/40dfefb0

2010-12-24