This article discusses the sources, processes and impact of the quality assurance policy implemented in Hong Kong preschools. Regarded as a sort of policy alignment between the subsystems of pre-primary, primary and secondary education, the introduction of a quality assurance policy has been directly and indirectly transforming the settlements in the preschool context. The first section of this article examines the main shift in policy direction shaped by the global movement of supranational organizations and the local agenda of educational reform after 1997. The historical review of the changing parameters in the preschool field is provided in the second section as a backdrop for later discussion. The third section analyses how the local governance of education is subtly transforming the settlements in the preschool field. The fourth section discusses how the quality assurance policy is mediated with school-level realities. It is argued that the top-down approach adopted by policy-makers should be critically re-examined in the policy process in order to ensure the quality of preschool education.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03004430600563836]

Set within the market-driven context in educare for young children in Hong Kong, a Special Administrative Region of the People's Republic of China, this paper points to the importance of exploring the definitions of quality in early childhood programmes from the multiple perspectives of school stakeholders. This study describes two preschools that were rated highly in the quality assurance inspections. Data collected in semi-structured, individual and group interviews indicated that the views of the school stakeholders on the quality of early childhood programmes shifted from childrearing to developmental nurturing but still emphasised academic learning and preparedness. This was largely due to the 'backwash effect' of primary education creating academic pressure on the local preschools. The two case study schools formulated successful strategies for reconciling conflicts between professional values of learning through play and parental expectations of academic preparation for primary education. In addition, the schools put a lot of effort into sharpening their competitive edge. They did this by maintaining close communication with their parents through various channels and offering free after-school custodial care, emotional and financial support. These are outside the primary duties of a preschool but highlight the way in which schools in the local field address and give high priority to parents' needs and expectations. In line with Woodhead's 1998 contextually appropriate approach to quality, the study sets a challenge for our understanding of quality frameworks for early childhood programmes. These should not be based mainly on a universalist view of developmental appropriateness but should also take into account the multiplicity of stakeholders' views on quality in a market-driven context. The data also demonstrate that the provision of preschooling in Hong Kong is shaped by market forces. The implications for quality educare are discussed.
[Copyright of International

As growing numbers of countries adopt market-oriented policies for steering higher education, there is increasing interest in accountability mechanisms that improve the capacity of colleges and universities to independently assure the quality of their academic degrees and student learning. Academic audit, first developed in the UK and subsequently adapted to countries such as Sweden, New Zealand and Hong Kong, offers such an approach. What problems have these countries encountered in implementing academic audits with regard to: the focus of audits; the selection and training of audit teams; the nature of audit self-studies; the conduct of audit visits; audit reports; and audit follow-up and enhancement activities? This paper reviews the lessons learned from these early experiments with academic audit and suggests guidelines for the design and implementation of effective audit processes.
[Copyright of Quality in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13538320020005945]

The 'Teaching and Learning Quality Process Review' (TLQPR) recently completed in Hong Kong had an emphasis on education quality work. This paper analyses how, from the perspective of academic staff in one university in Hong Kong, the good intentions embedded in that idea are enhanced or subverted by the broader 'quality system' setting in which staff operate. A 'critical incident' survey suggested that useful changes would involve the following. First, focus on a 'lean' philosophy and an associated examination of the extent to which (essentially administrative) system requirements are 'adding value' to the fundamental aims of achieving quality in teaching and learning outcomes. Second, build adaptability into the system by giving staff the maximum flexibility to translate a minimal set of overall requirements into activities. Third, tolerate staff and groups who 'break rules' in rational and well-intended ways to optimise intended outcomes. Fourth, develop a culture of trust between staff and management.
[Copyright of Quality in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13538320500074899]