Current Situation
3.1.1 As mentioned in 2.2.1 above, in 2000, the Education Commission comprehensively reviewed the education system in Hong Kong and formulated a blueprint for the development of education in the 21st century in the light of the latest trends and needs of the society [Proposals (2000)]. It pointed out that it was important to envision future changes in society so as to define the new roles and functions of education. It was this refined education system that could cater for the needs of learners in the new society at the turn of the century:
“To enable every person to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics according to his/her own attributes so that he/she is capable of life-long learning, critical and exploratory thinking, innovating and adapting to change; filled with self-confidence and a team spirit;
willing to put forward continuing effort for the prosperity, progress, freedom and democracy of their society, and contribute to the future well-being of the nation and the world at large.” 17
3.1.2 The Education Commission has refined the aims of KG education in Proposals (2000). It considered that KG education held the significance as the foundation for life-long learning. Hence, KG education should be able to help children cultivate a positive attitude towards learning and good living habits in an inspiring and enjoyable environment through the provision of all-round and balanced learning experiences according to children’s physical and psychological development needs.
3.1.3 With reference to Proposals (2000), the development of KG education in the past decade, the social context of Hong Kong, and the international KG education
17 Learning for Life, Learning through Life – Reform Proposals for the Education System in Hong Kong. (2000).
Education Commission, HKSAR, p.30.
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systems, the Committee agrees that :
3.1.3.1 In order to lay the foundations for later success in life in terms of education, well-being, social relationship, career, etc., the provision of both
“education” and “care” in KG education stage is essential.
3.1.3.2 Every child should have the right to the highest possible standard of education and care services for their betterment.
3.1.3.3 In response to the growing diversity of society, KG education should be able to cater for the diverse needs of children, including their family and cultural background, etc.
3.1.3.4 The goal of pursuing quality KG education could be achieved through a thorough and sustainable plan where financial resources, staffing, teacher professional growth, transition to primary school, parent education, quality assurance mechanism, etc. were well considered.
The Committee’s Recommendations
Vision and Mission
3.1.4 The vision is: “Children First: Right Start for All”
3.1.5 The Committee is of the view that KG education, being the very first stage in children’s learning, should provide children with appropriate support so that they may grow and develop healthily and happily. Therefore, the vision of KG education stresses the significance of a right start for nurturing children to become adults who can contribute to the future well-being of the nation and the world at large.
3.1.6 To achieve the vision of KG education, thorough planning and multifaceted collaboration by society as a whole is crucial. The Committee further proposes the mission of KG education which informs the five proposed guiding principles in paragraph 3.1.9.
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3.1.7 The mission is: “To provide for a sustainable policy that respects the uniqueness of KG education in Hong Kong as well as the diverse needs of children, and to provide for equitable access to quality holistic KG education that promotes lifelong development of a person.”
Objectives
3.1.8 In preparing our children to meet the future challenges in a globalised and competitive society with diverse values and culture, the Committee proposes that the objectives of KG education should be:
To lay the foundation of lifelong learning by fostering in children:- 3.1.8.1 an inquisitive mind;
3.1.8.2 an interest in learning and exploration;
3.1.8.3 a balanced development;
3.1.8.4 a healthy self-concept; and
3.1.8.5 the ability and confidence to adapt to the ever-changing world.
Principles
3.1.9 The following five principles, formulated by the Committee, lay a foundation for working out various implementation strategies and measures to attain the above-mentioned objectives.
3.1.9.1 Uniqueness - KG education is a foundation stage of learning and whole person development with unique pedagogical characteristics by using a comprehensive approach which integrates care and education.
Proposals (2000) positioned KG education as a foundation stage of learning and whole person development. The needs of KG-age children are very different from those of school-age children. The provision of education should cover not only cognitive learning but also socialisation and a range of other non-cognitive aspects.
The Convention on the Rights of the Child stresses the significance of
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a child-centred approach to KG education. It recognises that every child has unique characteristics and learning needs, and thus the curriculum should be able to respond to the child’s social, cultural, environmental and economic context18.
The Committee is of the view that the uniqueness of KG education should be respected and the sector should uphold the values of child-centred curriculum that integrates the elements of care and education.
3.1.9.2 Equity - All children between the age of three and six should have equitable access to quality KG education.
“Equity measures” is the most common policy goal of ECE across the OECD countries. It emphasises that ECE system should be “fair and inclusive, acting against child poverty and educational disadvantage”19. At present, the Government starts providing children with compulsory education when they turn 6 years old.
Children can enjoy free primary and secondary education in public-sector schools. Although KG education is not compulsory in Hong Kong, with the implementation of the Pre-primary Education Voucher Scheme in the 2007/08 school year, the non-means-tested subsidy further ensures that KG education is accessible, fair and inclusive for all KG-age children. Needy families can obtain additional assistance under KCFRS to cover the part of the tuition fees which is in excess of the voucher value. As mentioned in Chapter 2, the enrolment rate here is over 100%. When compared with the data collected in different parts of the world, this enrolment rate of Hong Kong is high not only when compared to OECD average (82%), but also to other Asian countries such as Singapore (88%) and Korea (83%). The Committee considers this equitable and universal access
18 Education for ALL: The Quality Imperative. Global Monitoring Report 2005. (2004). Graphoprint: UNESCO, France.
19 Starting Strong III: A Quality Toolbox for Early Childhood Education and Care. (2012). OECD Publishing, p.45.
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to KG education for all children between the age of three to six should be maintained and ensured.
3.1.9.3 Quality - Quality KG education, with professional teachers, sound regulations and appropriate funding mode, should provide for a child-centred curriculum, quality pedagogy and learning opportunities. In turn, it will ensure all-round and balanced development of children. It is also dedicated to developing respectful and engaging relationships between children and others.
Providing universal access to KG education services without giving due attention to the quality of it does not ensure good individual and social outcomes, or effective use of financial resources. A quality-focused policy goal in KG education provides directions for the government and the community to plan resources strategically with prioritised areas. Hence, the Committee considers quality KG education vital to the well-being and future learning of children.
3.1.9.4 Diversity - Diversity in children’s abilities and backgrounds has to be respected and catered for through different modes of operation, forms of support, curriculum design, learning environment, etc. so as to unfold children’s full potential.
As mentioned in Chapter 2, the KG sector in Hong Kong has long existed as a vibrant private sector to flexibly cope with parents’
diverse demands and the needs of children. Like the rest of the world, Hong Kong is undergoing unprecedented changes in social, cultural, economic, political and environmental aspects, and thus school curriculum should enable children to face the changes20. Stakeholders also reflected that growing diversity in children’s learning needs, family and cultural backgrounds, parent’s values, etc.
was observed.
20 Basic Education Curriculum Guide –To Sustain, Deepen and Focus on Learning to Learn (Primary 1 – 6). (2014).
The Curriculum Development Council.
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The Committee is of the view that KG education should continue to respect learner diversities and help realise every child’s full potential.
In this connection, the KG sector should remain to be a vibrant private sector that flexibly copes with parents’ diverse demands and the various needs of children.
3.1.9.5 Sustainability - A coherent infrastructure to achieve the objectives of KG education has to be sustainable in the long run to maximise the benefits of KG education.
To achieve the objectives of KG education, the provision of full and consistent support and strategic planning of resource allocation is essential. The Committee is of the view that stable and well-established groundwork can ensure the sustainable development of the KG sector, which in turn facilitates the all-round development of children.
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