Hong Kong Education Essay

The pre- shoal study verifier plot was launched by the political relation of Hong Kong Special Administrative persona in September 2007. The system of rules was meant to introduce reforms in breedingal activity in efforts to kick upstairs headspring-grounded early pincerhood teaching method as the foundation for a childs lifelong information ( teaching Department, 2000). Based on this device, every p arent who has a child aged between 3 and 6 divisions should be given a coupon worth $13,000 every category (HKU Faculty of maturement, 2008). Out of the $13,000, $10,000 tidy sum be employ by the parents to pay learning tip offs in the kindergartens.The remaining $ 3000 should then be used for the maestro ontogenesis of the instructors in pre- give instruction institutions. The pre- make believe facts of life coupon should be used under certain conditions. These conditions are, that the voucher should not be used for generating profit, pre- work institutions much(prenominal) as kindergartens must make sure their accounts are open for inspection, the condition must succeed the set bringing up business office benchmarks inwardly 5 social classs based on the pre- tutor quality of education, and tuition taps need to be under $24,000 for half day and $42,000 for bounteous day programs per student, per annum.Due to the restrictions that accompany the pre-school education voucher contrivance in Hong Kong, stakeholders in the education sector suck up submitn forethought for the impact of the imposed restrictions. This has resulted to a meditate that has involved the giving medication and the stakeholders. Since its introduction in the 2007/2008 years, the voucher object has been very heavy for parents with children attending kindergartens. The connive has give upd parents with direct fee tribute and this has eased their fiscal burden.It is estimated that a contribute of 820 kindergartens which represents 85 per cent of the kernel number of kindergartens in Hong Kong endure go far together the scheme. In addition, 117,000 pupils are enjoying the benefits from the pre-school education voucher scheme fee subsidy. Since 1997, pre-school institutions in Hong Kong experienced reforms that considered internal effectiveness in schools to be outstanding (Vickers, 2003). According to the Hong Kong government, the carrying out of the voucher scheme is an indication of its commitment and substantiate to pre-school education.In addition, the schemes are a confirmatory response to the demands that go been made by the kindergarten principals and teachers. This has grow possible through the monetary life that the schemes provide for the original bafflement of the teachers and the principals. It is very important to note that the particular objective of the pre-school education voucher scheme in Hong Kong is to provide parents with direct fee subsidy. It is estimated that over 80 percent of the total n umber of kindergarten teachers throw managed to earn the security measure of early childhood instruction(C (ECE)).Some teachers switch enrolled in the courses or watch managed to obtain qualifications equivalent to (C (ECE)). To evaluate whether the voucher scheme has been successful in achieving its objectives, the reading chest (EDB) in Hong Kong continues to conduct part follow-up studies. By May 2009, the nurture Bureau is estimated to engage conducted survey on to a greater extent than 320 kindergartens. The government of Hong Kong acknowledges that pre school teachers experience closet at grow and they need to develop in their profession.The scheme is considered to be unriv every(prenominal)ed of the ways through which the teachers schoolmaster victimization can be promoted. Impact of the Pre-school education voucher scheme on teachers master ontogeny Teachers at pre-school institutions have shown their full commitment and committal to education in Hong Kong . One of the ways through which the pre-school education voucher scheme has impacted dictatorially on the teachers professional person information is by trying to reduce the work lode of the teachers and the principals.Since unitary of the primary objectives of the scheme is to promote professional development of the teachers, the educational activity Bureau has go along to enhance communication between the school administration, teachers and other stakeholders in the sector (Andrew, 2008). This has resulted to effectual and continuous murder of programs that are aimed at up(a) the teachers professional development. The quality look into mechanism that has been adopted by the study Bureau ensures that school self valuation is through with(p) to encourage continuous amelioration in education and the teachers professional development.Teachers have been concerned rough the squeeze at work that results from the quality review done by the Education Bureau as well as t he work load at school. However, the quality reviews that are adjudge due to the implementation of the pre-school education voucher scheme have promoted professional quislingism between teachers. Pre-school education in Hong Kong has for a long age been provided by the private sector and non-profit making institutions.This demands that all pre-school institutions such as kindergartens to be well pose in a manner that the grocery store forces are used to forge the teachers salaries at discretion. The launch of the pre-school voucher schemes has add-ond financial resources for the kindergartens and schools management activities (Hong Kong Special Administrative Region Government, 2007). In addition, these resources have been used to finance efforts that aim at providing a workings environment that attracts and retains qualified and well do teachers.The financial resources injected by the voucher scheme have also been very decisive in facilitating the payment of ingenuous sal aries to the teachers. These benefits have acted as a motivation for the teachers to ameliorate their skills and abilities hence their professional development (The Education Bureau, 2009). The Hong Kong government has reaffirmed its commitment in promoting senior high quality education at the pre-school take by encouraging schools or kindergartens to provide the teachers with qualification allowances.Research studies that have been conducted to determine the impact of pre-school voucher schemes in Hong Kong show that over 52 per cent of parents, principals and teachers cope with that the scheme is a fair polity that promotes excellence in early puerility education. The teachers satisfaction with the scheme has been due to the opportunities the schemes have offered to them to improve their professional skills. Teachers consider the voucher scheme to have a positive influence on the schools and their staff.By improving the quality of education offered at the kindergarten, it has become necessary for teachers qualifications to be improved. This has played an important role in the teachers professional development. A large number of parents with children in pre-school institutions drift that the schemes have promoted the qualifications of the teachers as well as the improvement made on the school facilities. The schemes have encouraged teachers to play along high education or to assure much education courses.At the pre-school direct, extra curricular activities are very critical for children development and learning (Sweeting, 1990). Teachers compliment learning in class by extra programme activities. By participating in the coordination and implementation of extra curricular programs in school, the teachers mogul to lead and teach is improved. The voucher scheme has growingd financial resources to be washed-out for the extra curricular activities in school. By being involved in the activities, the teachers professional ability to use the activitie s in educating the children is improved.By September 2008, about 30% of teachers at the pre-school train had enrolled and attained candid qualifications afterward enrolling for (C (ECE)) courses which are recommended and supported by the Education Bureau. The pre-school principals who are also teachers have had an luck to pursue higher education . For example, about 61 per cent or a large number of principals have been enrolled to undertake the Bachelor of Education in Early Childhood Education (B Ed (ECE). A program to certify the qualification of the principals were vex into place in January 2008 .By bump into 2009, about 300 principals who served in the pre-schools had interpreted a affirmation course. For continuous professional development in the teachers, many kindergartens have adopted teacher development subsidy (TDC) to offer the teachers school based elaboration programs. The pre-school education voucher scheme provides support services that are offered to develop lyric skills, cognitive abilities and physical development in children. Teachers gain from this by being tenanted in creating a replete(p) learning environment, proper children learning, portfolio planning as well as political program planning and organization. world in use(p) in these activities has been vital in improving the professional skills of the teachers when it comes to planning for good learning at school (Bray and Koo, 2005). The Hong Kong Education Bureau participates in promoting the teachers professional development under the voucher scheme by commissioning a professional cookery course for their principals. By improving the principals lead and management skills, the teachers are able to get good guidance and effective leadership that bear upon to the teachers work (Ranson, 2003).The principal training course is characterized by an offshore programme and provides an on-spot consultative chew to the principal who participates in the course. About one hundred thirty principals are estimated to join the training programme. The principals have given positive feedback about the benefits of the programmes. To support the implementation of the pre-school curriculum revised guide, the Education Bureau organizes professional development programmes which relate to school based curriculum knowledge, leadership, curriculum management and pedagogical knowledge in various areas of learning.This effort has promoted the professional development of the teachers through capacity building. Transparency in pre-school institutions has been promoted by the requirements set by the Education Bureau when it comes to the management of the financial resources . The resources provided by the scheme promote the smooth ladder of the schools, good remuneration for the teachers and provide a good learning environment. These have bypast a long way to increase responsibility of the principals and the teachers and this has motivated teachers to embrace good values t hat are important in professional development.Some of the questions that have been raise about pre-school voucher schemes in Hong Kong is whether the schemes can minimize the overall work pressure on the teachers and improve the staff ratio. The pre school education voucher schemes have promoted professional upgrading for both the principals and the teachers. For those who serve at PEVs-NPM-KGs, a teacher development subsidy is provided in each voucher. The subsidy is utilized for teacher training and development courses.Furthermore, the teachers and the principals who serve in non PEVs-NMP-KGs can claim a reimbursement from the Education Bureau to cater for up to 50 percent of the fees for a degree or diploma course that has been approved in early childhood education. By the year 2011/2012, all teachers serving at pre-school level are expected to have obtained a certificate in Early Childhood Education (LegCo panel on education, 2009). This together with the demand by the scheme t hat all kindergarten principals who are appointed from 2009 to have a BEd (ECE) have encouraged teachers to pursue higher education.In addition, the requirement for principals to have a one year emplacement qualification experience and a certification course has encouraged principals and teachers to get engaged in professional development activities and programs. alone kindergartens under the scheme have endow into place measures that ensure there is continuous professional development by providing school based training programmes under the teacher development subsidy program.Areas of school work that are covered include childrens development, learning and teaching, management and organization, and children and school culture support. The quality reviews carried out by the Education Bureau assists the teachers to invest their energy and time in professional development as a way of promoting sustainable school improvement. For example, local non-profit making schools starting 2012 -2013 leave be able to redeem the education voucher if they are able to tuck the prescribed standards of the Quality canvass manakin (Education Department, 2007).The requirements specified in the Education ordination (Cap 279) ensures that teachers professional development can come about when they meet the set educational standards. The offset printing batch pf 130 Quality Review planned visits began in the 2007-2008 school year (Legislative Council of the Hong Kong Special Administrative Region Government, 2008b) and an increase in ratio of graduate teachers in 2008/2009 has raised the professional standards and status of the teachers.The Quality Review Framework promotes transparency and accountability in schools which promotes a culture that is good for professional development of teachers. The Hong Kong government is perpetrate and dedicated to the improvements made in education and the professional development of teachers. The development and implementation of the Pre-sc hool Education Voucher Scheme in Hong Kong is one of the ways through which the government has managed to improve the quality of education and to promote professional development in teachers and principals. superior quality education at the pre-school level can be attributed to the pre-school education voucher scheme, classroom inspection and quality reviews in schools. In conclusion, the pre-school education voucher scheme has been promoted through the 2007/08 school year procreation Activity, Teacher Development plan for 2008/09 school year, Four-year Teacher Development plan and the professional upgrading of Kindergarten principals and teachers.