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Office for Film, Newspaper and Article Administration

在文檔中 School Administration Guide (頁 133-144)

a. Joins hands with other government departments and Non-Governmental Organisations in organising public education programmes to protect youngsters and children from the harmful effects of indecent and obscene articles. Major activities organised or to be organised include:

 a Healthy Mobile Phone/Tablet Apps Contest to promote the use of healthy applications in mobile phones or tablet computers;

 a Meritorious Website Contest to promote safe and smart use of the Internet;

 provision of educational drama videos to promote the Control of Obscene and Indecent Articles Ordinance (COIAO) to students of primary and secondary schools;

 a student video contest to promote the healthy use of the Internet among youngsters;

 a student ambassador training scheme to recruit students to help promote the COIAO;

 a Healthy Mobile App Sticker Design Competition in 2022/23 to encourage youngsters to stay away from unhealthy materials and electronic games; and

 a public speaking competition in 2022/23 to promote the COIAO among youngsters.

b. Conducts about 210 school talks and parental workshops each year to promote the safe and smart use of the Internet, including the use of filtering software and the distribution of free filtering software to parent participants.

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1. The personnel of the Non-Governmental Organisations (NGOs), mostly professionals in various fields, may have served the district for a long period of time. Their services will complement the educational services in the community.

Schools may consider working with the local NGOs in planning school activities on civic education and social services.

2. Schools and NGOs working in collaboration can avoid duplication of effort and teachers can, as a result, spend more time on the area of teaching and learning. In participating in programmes organised by NGOs, schools may establish better relations with the community. Their active participation in community activities will enhance the image of the school, thereby gaining better community support.

C C ha h ap pt te er r 5 5 Pl P la an n n n in i n g, g , S Sc ch ho oo ol l S Se el lf f- - ev e va al lu ua at ti io on n a an n d d B Bu ud d g g et e ti in ng g

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The major sources of finance for aided schools are government subventions and collections from parents/students. School Management Committee (SMC) is therefore held accountable for ensuring effective use of resources and also the quality of education services. The capacity of schools to plan their work strategically and develop a culture of reflective practice is fundamental to their continuous development and improvement. Conducting School Self-evaluation (SSE) through the

“Planning-Implementation-Evaluation” cycle is a core element of school-based management. To these ends, schools should systematically devise their School Development Plan, which includes setting out the development focuses and strategies as well as assigning work priorities based on the needs of school development and students. The implementation details, resource allocation and evaluation methods should be stated in the Annual School Plan. Furthermore, the School Report which can reflect the progress made and school performance should be provided to the key stakeholders and the EDB.

For detailed information on the preparation of School Development Plan, Annual School Plan and School Report, schools may refer to the following documents:

 Performance Indicators for Hong Kong Schools

 Guidelines on the Compilation of School Development Plan, Annual School Plan and School Report - to Promote School Development and Accountability through Strategic Planning

 Templates:

 School Development Plan

 Annual School Plan

 School Report

For details of planning, school self-evaluation and reporting, schools are advised to study the following circular:

 EDBC011/2015 “Implementation of the Next Phase of the School Development and Accountability Framework”

5.5.22 ScSchhooooll mmiissssiioonn,, pphhiilloossoopphhyy aanndd ggooaalls s

It is of paramount importance for a school to define its mission, which is built upon its philosophy and on which its goals are established. The philosophy states a school’s beliefs; the mission defines a school’s intentions, and the goals are the specific expressions of how the mission will be attained. Every school has its own unique mission which needs to be defined and which should be addressed in the planning of its annual programmes.

A school needs to express its mission, philosophy and goals in writing if they are to be reviewed, understood, and put into practice by all members of the school community. The mission statement defines the overall purpose of the school, incorporating the beliefs, concepts and values on which the school’s policy and programmes are based and the goals towards which the school’s efforts are directed.

All in all, the mission statement serves as a framework for everything the school does.

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The School Development and Accountability framework was introduced by the EDB in the 2003/04 school year to promote systematic implementation of SSE through

“Planning-Implementation-Evaluation” cycle. The ultimate aim is to enhance school development and improve students’ performance in learning.

Schools should embed SSE in school practices for strategic school planning, with sharp foci on learning and teaching as well as the seven learning goals to promote students’ whole-person development for continuous school improvement. The School Development Plan (SDP), Annual School Plan (ASP) and School Report (SR) are primarily a school’s working documents in support of its development cycle. They should be developed based on the school’s self-evaluation of its current state of performance, including strengths and areas for improvement so as to set the development priorities and work targets. Towards the end of the school development cycle, schools should conduct a holistic review with reference to the “Performance Indicators” and make use of the evaluation findings to strategically plan for the next cycle of development.

Schools should invite school personnel to fully participate in drawing up the SDP, ASP and SR. In this regard, the SMC should perform its guidance and monitoring roles, and duly offer advice. Schools have to upload the SDP, ASP and SR, endorsed by the SMC, onto their websites before the end of November.

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The purpose of the SDP is for the school to set out a clear direction for development, which includes the major concerns, the targets, the time scale and a general outline of strategies. It should be based on the holistic review on school performance, which are in line with the school’s vision and mission as well as the latest education development. The SDP is the blueprint for school development. Through strategic planning, implementation and continuous monitoring as well as evaluation of effectiveness, the ultimate aim of enhancing student learning will be achieved. An SDP usually has a three-year development cycle, and comprises the following key elements:

 School Vision & Mission

 Holistic Review

 Major Concerns

 Targets

 Time Scale

 A General Outline of Strategies

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The ASP is a concrete action plan for implementing the SDP. It enables school personnel to have an understanding of the targets, strategies, success criteria, methods of evaluation, time scale, people in charge, and resources required, of the major concerns so that they can support the implementation. The ASP should incorporate strategic tasks for promoting school development rather than routine ones. Since the ASP is an action plan at the school level, concrete implementation strategies of the ASP should be set in the light of the major concerns and targets of the SDP. The key elements of an ASP include the following:

 School Vision & Mission

 Major Concerns

 Targets

 Strategies

 Success Criteria

 Methods of Evaluation

 Time Scale

 People in Charge

 Resources Required 5.

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The SR should aim to provide an account of the effectiveness of school work and the extent to which the school’s development targets are achieved. The school should make use of the data and evaluation findings to inform future planning and put continuous improvement in action. The report should be evidence-based and data-driven, and truly reflect the school’s achievements and areas for improvement.

The SR also provides a channel for the school to report to stakeholders on the achievement of targets under the major concerns, thus enhancing accountability. The key elements of an SR include the following:

 Our School

 Achievements and Reflection on Major Concerns

 Learning and Teaching

 Support for Student Development

 Student Performance

 Financial Summary

 Feedback on Future Planning

 Appendix

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timeframe

Major activities The year of completion

of SDP cycle Other years of SDP cycle January to

February

• Administer the Stakeholder Survey (SHS) as scheduled by schools

• Collect Key Performance Measures (KPM) data &

other evidence

February to May • Submit to the EDB the latest KPM and SHS data via the E-platform for School Development &

Accountability (ESDA) (For details, please refer to EDBC011/2015

“Implementation of the Next Phase of the School Development and

Accountability Framework”)

May to June • Conduct a holistic review, the results of which can serve as reference for the preparation of the next SDP

• Conduct a review on the effectiveness of school work in addressing the school’s major concerns as stipulated in the ASP

• Gather related data and information for evaluating the effectiveness of school work

July to August • Draft the SR

• Draw up the next SDP and ASP

• Draft the SR

• Draw up the next ASP

Before end-October

• Submit the SDP, ASP and SR to the SMC for

endorsement

• Submit the ASP and SR to the SMC for endorsement

Before end- November

• Upload the endorsed SDP, ASP, and SR onto school’s website

• Upload the endorsed ASP and SR onto school’s website

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Upon implementation of the Law of the People’s Republic of China on Safeguarding National Security in the Hong Kong Special Administrative Region (the National Security Law), schools should timely review and implement measures related to safeguarding national security and national security education with a view to maintaining a safe and orderly learning environment in schools and nurturing students to become good law-abiding citizens.

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Article 9 of the National Security Law clearly stipulates that the Hong Kong Special Administrative Region (HKSAR) shall strengthen its work on safeguarding national security and prevention of terrorist activities. The Government of the HKSAR shall take necessary measures to strengthen public communication, guidance, supervision and regulation over matters concerning national security, including those relating to schools, universities and social organisations. Article 10 stipulates that the HKSAR shall promote national security education in schools and universities and through social organisations, the media, the internet and other means to raise the awareness of Hong Kong residents of national security and of the obligation to abide by the law.

Safeguarding national sovereignty, security and development interests is the constitutional duty of the HKSAR. This is also the common responsibility of all Hong Kong residents, including school staff, parents and students. All levels of school personnel must acquire a correct understanding of and abide by the law, and educate students accordingly.

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The National Security Law is enacted for the purpose of preventing, suppressing and imposing punishment for acts and activities that endanger national security. In particular, preventive efforts should be accorded priority in order to minimise the need for suppression and punishment. As far as prevention and education are concerned, schools have a significant role to play. It is incumbent on them to review as early as possible and devise appropriate measures in respect of school planning and management, staff management, and other relevant areas to facilitate students’ effective learning, which should include:

1. ensuring all school staff to uphold professional ethics, abide by the law and observe the code of conduct acceptable to the society in order to live up to the society’s expectations on their ethics and professions;

2. stepping up the prevention and suppression of teaching or other school activities that are in breach of the Basic Law, the National Security Law and all laws applicable to Hong Kong; preventing political or other illegal activities from

permeating schools and handling such matters so that the school’s normal operation and students’ learning are not affected; and following up promptly on rule-breaching behaviours; and

3. helping students gain a correct understanding of the legislative background, message, importance and significance of the National Security Law as well as the important concepts covered by national security, so as to facilitate students’

learning of the spirit of the rule of law, and enhance their national security and law-abiding awareness, thereby nurturing them to become good law-abiding citizens.

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All levels of school personnel should perform their respective functions and work in collaboration to facilitate the effective formulation and implementation of measures for safeguarding national security in schools. This is to ensure that relevant measures are timely devised and implemented in areas such as school administration, staff management and training, learning and teaching, student guidance, discipline and support, as well as home-school co-operation to enable staff and students to understand the importance of national security and to enhance their law-abiding awareness and sense of national identity. For details, please refer to EDBC003/2021 “National Security: Maintaining a Safe Learning Environment Nurturing Good Citizens”.

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A budget can be regarded as an expression of the school plan in monetary terms.

It provides information that facilitates a more effective cost benefit analysis and also the SMC’s/ head’s control over school expenditure.

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1. As planning has to be conducted in the context of resources, budgeting serves to match the school activities with the available resources, including finance, staff time and space, etc.

2. The objectives of the school will determine which proposals should be given priority. Hence, all those involved in the planning process should know the criteria, targets and assumptions as well as the constraints in considering the competing priorities.

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1. Traditional budgets are prepared in which the income and expenditure are classified by items as listed in the audited accounts. Programme budgeting attempts to link all the resources needed to support a particular programme, such as an individual subject.

2. The principal features of programme budgeting are that it relates to objectives and outputs, and emphasizes the future and choice. In the school context, programme budgeting reflects an educational plan. It attempts to enable a school to identify its goals and to channel the resources into the individual programmes that meet its goals.

3. Whilst every school has its own priorities and programme structure, the following programmes should be included in the school budget:

a. Programmes related to the learning of languages;

b. Support services for students to cope with their diverse needs;

c. Staff training and development programmes; and d. Home-school-community programmes.

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1. Schools should establish formal procedures for preparing the budget, for monitoring the use of resources and for ensuring that all financial and non-financial information is available at appropriate times. Computers together with appropriate software under WebSAMS will assist schools in the resources allocation exercise.

2. The key procedures are the following:

a. identification of school goals;

b. determination of policies and priorities;

c. identification of programme budgets;

d. estimation of resources needed;

e. estimation of resources available;

f. examination of expenditure trends/ past performance;

g. allocation of resources, including provision for contingency;

h. approval of school budget;

i. informing staff with financial responsibilities of their programme budgets approved and any constraints imposed;

j. informing stakeholders of the approved budget;

k. monitoring of the school budget;

l. review and amendment of the budget; and m. evaluation and report.

3. The SMC may consider establishing a resource committee to vet the budget and make recommendations for the SMC’s approval. The membership of the committee must be endorsed by the SMC and views of teachers should be considered in the process. Generally speaking, the school head and the deputy heads should serve on the committee. Other managers and teachers may also be appointed as necessary.

4. A summary budget should be prepared which comprises the summaries of all anticipated receipts and payments required for the operation of each programme budget.

5. The expenditure should be monitored against the approved budget by the relevant staff member in-charge-of the programme throughout the year. SMCs may require the submission of a position report comparing the actual income and expenditure with the approved budget at regular intervals for scrutiny and monitoring. Appropriate action should be taken during the year to deal with variations between actual and budgeted income and expenditure.

6. Aided IMC schools should read in conjunction with Section 4 of the “Guide to Financial Management for Aided Schools Operated by Incorporated Management Committees”.

C C ha h ap pt te er r 6 6 Sc S ch ho oo ol l F Fi in na an n ce c e M Ma at tt te er rs s

在文檔中 School Administration Guide (頁 133-144)