This dissertation, "Resources Allocation in a Direct Subsidy Scheme School: a Case Study of a Participant School" by Chung-lun, Fong, 方仲倫, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3195936 Subjects: Private schools - China - Hong Kong - Finance Education, Secondary - China - Hong Kong - Finance School management and organization - China - Hong Kong Private schools - Finance - Case studies Education, Secondary - Finance School management and organization Direct Subsidy Scheme - Case studies
This dissertation, "A Study of Resource Allocation and Utilization in School Education in Hong Kong" by Wai-man, Lam, 林惠敏, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: A Study of Resource Allocation and Utilization in School Education in Hong Kong Abstract The HKSAR government has attached great importance to education and made substantial commitment in terms of resources. To support the Education Reform launched in 2000, the government has been pouring enormous resources into the early implementation of a number of priority items. In addition to the reform package, it has proceeded with other capital-intensive education initiatives related to the primary and secondary school education. These well-intended education policies and reforms have not been favourably perceived or effectively implemented. The present study is aimed at examining the interaction of the educational policies underlying the resource allocation in school education in Hong Kong, and explicating the interaction of the seemingly conflicting, divergent educational policies since 1997. A close scrutiny of the empirical and documentary evidence will reveal how the changing socio- economic and political context and, the more important, shifting and competing values underlying the educational policy initiatives and changes have resulted in the present misallocation of public resources in the school education in Hong Kong. Of close significance to this policy evaluation study is the expansion of the private school sector, hence with the Direct Subsidy Scheme (DSS) and Private Independent Schools (PISs) as the core components. 1The analysis will employ Deborah Stone's framework of political decision making, structured around the problematic phenomena, problem definitions, value interpretations underlying the policies and the policy solutions. Given the analysis, the study will examine if, and how, the policy paradox has been resolved, and explore the impact of privatization and marketization on allocation of resources in the school education. 2 DOI: 10.5353/th_b3859785 Subjects: Resource allocation Education, Elementary - Government policy - China - Hong Kong Education, Secondary - Government policy - China - Hong Kong
This book shows you how your school can maintain its high standards despite financial obstacles. It shows you how to investigate various types and sources of money available to your school; monitor the use of scarce school resources; develop a school improvement plan which incorporates financial needs; and recruit, assign, and develop teachers and staff for maximum effectiveness.
This dissertation, "The Management Strategy of a Participant School Under the Direct Subsidy Scheme: a Case Study" by Wai-por, Peter, Chung, 鍾偉波, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3196292 Subjects: School management and organization - China - Hong Kong - Case studies Grant-in-aid schools - Case studies
This dissertation, "Issues of Efficiency and Equity in the Direct Subsidy Scheme From the Parents' Perspective" by Ho-yee, Condy, Wan, 尹河儀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. DOI: 10.5353/th_b3862711 Subjects: Public schools - China - Hong Kong Private schools - China - Hong Kong Educational accountability - China - Hong Kong School choice - China - Hong Kong Parents - China - Hong Kong - Attitudes Direct Subsidy Scheme Parents - Attitudes
The relationship among the federal government, the states, and parents with regard to education is increasingly dysfunctional. Parental control over their children's education has gained impressive momentum in recent years at the state level. Meanwhile, states have been increasingly willing to relinquish sovereignty over education in exchange for more federal dollars. Failure would help bring clarity to these issues by examining whether students and the country better off after 30 years with the Department of Education and suggesting alternatives to an ever-expanding federal education bureaucracy. Part I would begin by examining the development of the current Department of Education, including the legislation that gave rise to it, and the pressure groups that have shaped it. Additional chapters would examine related issues including the arguments for and against the creation of a national education department, its origin, current structure, spending, and growth over time. Part II would examine the results to date against the education department's own standards. These include overall student achievement nationally before and after the advent of the Department of Education as well as international comparisons of U.S. student achievement. Outcomes of some of the largest Department of Education programs would also be considered in this section, along with some of the lesser-known department programs and initiatives. Part III would examine truly federal alternatives to the current tug-of-war between the national and state governments in light of the growing parental-choice movement. Included in this section would be chapters examining a strict-constitutionalist model, which denies any federal authority in education. Another alternative model examined would be the National Bureau of Education model, inspired by the original 1867 precursor to the current Department of Education, whose primary mission was to serve as a repository of information so schools nationwide could emulate best practices. In addition, this section would seek to include cross-country comparisons of education systems of top-performing Organization of Economic Cooperation and Development (OECD) countries.
This book investigates and analyses critical issues in education reform and discusses possible pitfalls in the current global drive to promote excellence. Instead of documenting the successes and frustrations encountered by education reformers in specific jurisdictions, this book aims to offer directions for education reformers, and sets out to be prescriptive rather than descriptive. While the cases covered here are focused on Hong Kong, they are no less useful in throwing light upon the direction of education reform all over the world. The first section of the volume, “Conceptual Framework”, provides the theoretical underpinnings for the design and implementation of education reform. The next two sections, “Reform of Tertiary Education” and “Experiments, Dilemmas, and Risks in Secondary Schools” look at reform at the tertiary and secondary levels in greater detail. The final section, “Ideals vs. Reality: the Interplay of Diverse Interests and Diverse Perceptions”, looks at the conflicting goals and perceptions of different “stakeholders”, with a concluding chapter that summarizes the main lessons to be learnt. This book will be of interest to scholars, educators, parents, policymakers, politicians, and all who are concerned about our younger generation and their future. “The editors, Lok Sang Ho, Paul Morris and Yue-ping Chung are to be congratulated on producing a volume which is both hard-hitting and insightful about education reforms in Hong Kong. The range of experiences of the contributing authors contribute to a most interesting mix of perspectives about education reform. The focus is squarely on Hong Kong, in terms of general policy and reform issues, followed by more specific chapters dealing with issues of graduate teachers, English as a medium of instruction, and the role of the media. However, the issues raised are very applicable to many countries. This book is a valuable contribution to the literature on education reform.” —Professor Colin J. Marsh, Curtin University, Perth, Western Australia
As social contexts and demands change in the 21st century, pedagogies and policies must adapt to keep up. Increasing emphasis on global preparedness, competitivity, and holistic education alongside a fast-paced, ever-changing environment may make policy implementation difficult. However, Cheng asserts that it is only by understanding the current trends, visions, and issues in education policy, implementation, and research that we can reflect, adapt, and improve future initiatives. To that end, Cheng elucidates the different paradigm shifts in classrooms and pedagogy all over the world. In his exploration of third-wave paradigm shifts in education, he charts the rationales, concerns, and effects in topics such as contextualized multiple intelligences, integrated learning, national education in globalization, teacher effectiveness and development, school-based management, and systemic education reform. This book is a promising referential resource for any policy-maker, academic, and educator who knows that the only way to progress is to look at and learn from the current issues and future trends globally.
