The Hong Kong policy of quality education for all: A multi-level analysis of its impacts on newly arrived children

The Hong Kong policy of quality education for all: A multi-level analysis of its impacts on newly arrived children

• Chong, Stella Dept. of Special Education and Counseling, Hong Kong Institute of Education

International Journal of Inclusive Education, 16(3), 235-247, 2012

Routledge

2012

• E 特殊教育
  • EG 融合教育
• Q 教育體系與各級學校
  • QD 中學教育
• Q 教育體系與各級學校
  • QC 小學教育
• R 教育政策與管理
  • RA 政府部門

Hong Kong Education Policy Newly Arrived Children Inclusive Education School Leaders Confucius Philosophy Educational Equalization

• Hong Kong

• 1997.7 onwards

• 小學教育
• 中學教育

This paper attempts to argue that using market forces to raise education standards casts doubts to quality education, although this is seemingly an international trend, for such practice presents challenges to many issues such as equity. Using Hong Kong as a case, the paper analyses the practices of quality school education by focusing in particular on the difficulties that newly arrived children encounter. A multi-level framework is employed to critically examine the current government policy on quality education with reference to nine schools from five levels: individual student, institutional, government, societal and professional learning community. Discrepancies between policy goals and school practices are highlighted. The paper then addresses options for improvement and consideration if quality education is to be the hallmark of Hong Kong schooling.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2010.481430]

• 英文

期刊論文

• 13603116

• 10.1080/13603116.2010.481430

https://bibliography.lib.eduhk.hk/tc/bibs/a7e7fab8

2014-01-18