Developing a Whole School Approach to Student Guidance in Hong Kong Primary Schools by Yung Yin Man, Anissa.
The dissertation is submitted in partial fulfilment of the requirements for the award of the degree of Master of Education of the University of Bristol September 1994
Schools in Hong Kong are becoming increasingly concerned with the personal and social development of their students. In 1990, the Hong Kong Education Commission that co-ordinates and monitors the planning and development of education at all levels recommended a “whole school approach” to student guidance.
Although a “whole school approach” has given a new direction to the provision of guidance services for the well-being of school children, relevant information on how the philosophy can be translated into practice is still limited. To address the issue, case studies of two British primary schools that have committed themselves to the implementation of a whole school approach were made. By means of observation, interviews, and documentary evidence, the author has attempted to form a picture of how pastoral care is delivered through whole school discipline, sanctions and rewards, and the enhancement of self-esteem policies.
Further, an empirical study was conducted to explore what provisions or changes had been made in the guidance system in Hong Kong primary schools in response to the call for a whole school approach; and what the attitude and perceptions of the teachers were towards the implementation of a whole school policy on student guidance. The findings of the study highlighted the inadequacy of the current guidance system in terms of quantity and quality. The factors that could enhance or inhibit the implementation of a whole school approach to guidance in schools were identified. Significant amongst the specific needs of the teachers was the need for increased and improved training in guidance and counselling skills. Finally, a proposal based on the British context and adjusted contextually for the Hong Kong situation was recommended for schools in the pursuit of developing a whole school approach to student guidance.
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