Hong Kong Education Essay Example for Free

Hong Kong Education Essay The pre-school education voucher scheme was launched by the government of Hong Kong Special Administrative Region in September 2007. The scheme was meant to introduce reforms in education in efforts to promote good early childhood education as the foundation for a child’s lifelong learning (Education Department, 2000). Based on this scheme, every parent who has a child aged between 3 and 6 years should be given a voucher worth $13,000 every year (HKU Faculty of Education, 2008). Out of the $13,000, $10,000 can be used by the parents to pay tuition fees in the kindergartens. The remaining $ 3000 should then be used for the professional development of the teachers in pre-school institutions. The pre-school education voucher should be used under certain conditions. These conditions are, that the voucher should not be used for generating profit, pre-school institutions such as kindergartens must make sure their accounts are open for inspection, the school must attain the set Education Bureau benchmarks within 5 years based on the pre-school quality of education, and tuition fees need to be under $24,000 for half day and $42,000 for full day programs per student, per annum. Due to the restrictions that accompany the pre-school education voucher scheme in Hong Kong, stakeholders in the education sector have shown concern for the impact of the imposed restrictions. This has resulted to a debate that has involved the government and the stakeholders. Since its introduction in the 2007/2008 years, the voucher scheme has been very important for parents with children attending kindergartens. The scheme has provided parents with direct fee subsidy and this has eased their financial burden. It is estimated that a total of 820 kindergartens which represents 85 per cent of the total number of kindergartens in Hong Kong have joined 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 important (Vickers, 2003). According to the Hong Kong government, the implementation of the voucher scheme is an indication of its commitment and support to pre-school education. In addition, the schemes are a positive response to the demands that have been made by the kindergarten principals and teachers. This has become possible through the financial support that the schemes provide for the professional development of the teachers and the principals. It is very important to note that the primary 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 number of kindergarten teachers have managed to obtain the Certificate of Early Childhood Education(C (ECE)). Some teachers have enrolled in the courses or have managed to obtain qualifications equivalent to (C (ECE)). To evaluate whether the voucher scheme has been successful in achieving its objectives, the Education Bureau (EDB) in Hong Kong continues to conduct Quality Review studies. By May 2009, the Education Bureau is estimated to have conducted survey on more than 320 kindergartens. The government of Hong Kong acknowledges that pre school teachers experience pressure at work and they need to develop in their profession. The scheme is considered to be one of the ways through which the teachers’ professional development can be promoted. Impact of the Pre-school education voucher scheme on teacher’s professional development Teachers at pre-school institutions have shown their full commitment and dedication to education in Hong Kong . One of the ways through which the pre-school education voucher scheme has impacted positively on the teacher’s professional development is by trying to reduce the workload of the teachers and the principals. Since one of the primary objectives of the scheme is to promote professional development of the teachers, the Education Bureau has continued to enhance communication between the school administration, teachers and other stakeholders in the sector (Andrew, 2008). This has resulted to efficient and continuous implementation of programs that are aimed at improving the teachers’ professional development. The quality review mechanism that has been adopted by the Education Bureau ensures that school self evaluation is done to encourage continuous improvement in education and the teachers professional development. Teachers have been concerned about the pressure at work that results from the quality review done by the Education Bureau as well as the work load at school. However, the quality reviews that are supported due to the implementation of the pre-school education voucher scheme have promoted professional collaboration between teachers. Pre-school education in Hong Kong has for a long time been provided by the private sector and non-profit making institutions. This demands that all pre-school institutions such as kindergartens to be well placed in a manner that the market forces are used to determine the teachers’ salaries at discretion. The launch of the pre-school voucher schemes has increased 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 working environment that attracts and retains qualified and well performing teachers. The financial resources injected by the voucher scheme have also been very vital in facilitating the payment of good salaries to the teachers. These benefits have acted as a motivation for the teachers to improve their skills and abilities hence their professional development (The Education Bureau, 2009). The Hong Kong government has reaffirmed its commitment in promoting high quality education at the pre-school level 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 agree that the scheme is a fair policy that promotes excellence in early childhood 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 assert 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 pursue higher education or to undertake more education courses. At the pre-school level, extra curricular activities are very critical for children development and learning (Sweeting, 1990). Teachers compliment learning in class by extra curriculum activities. By participating in the coordination and implementation of extra curricular programs in school, the teachers’ ability to lead and teach is improved. The voucher scheme has increased financial resources to be spent for the extra curricular activities in school. By being involved in the activities, the teachers’ professional ability to use the activities in educating the children is improved. By September 2008, about 30% of teachers at the pre-school level had enrolled and attained good qualifications after 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 opportunity 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 put into place in January 2008 . By March 2009, about 300 principals who served in the pre-schools had taken a certification course. For continuous professional development in the teachers, many kindergartens have adopted teacher development subsidy (TDC) to offer the teachers’ school based training programs. The pre-school education voucher scheme provides support services that are offered to develop language skills, cognitive abilities and physical development in children. Teachers gain from this by being engaged in creating a good learning environment, proper children learning, portfolio planning as well as curriculum planning and organization. Being engaged 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 training course for their principals. By improving the principals’ leadership and management skills, the teachers are able to get good guidance and effective leadership that relate to the teacher’s work (Ranson, 2003). The principal training course is characterized by an offshore programme and provides an on-spot consultative visit to the principal who participates in the course. About 130 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 running of the schools, good remuneration for the teachers and provide a good learning environment. These have gone a long way to increase accountability of the principals and the teachers and this has motivated teachers to embrace good values that are important in professional development. Some of the questions that have been raised 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 that 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 post qualification experience and a certification course has encouraged principals and teachers to get engaged in professional development activities and programs. All kindergartens under the scheme have put 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 children’s’ 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 will be able to redeem the education voucher if they are able to meet the prescribed standards of the Quality Review framework (Education Department, 2007). The requirements specified in the Education ordinance (Cap 279) ensures that teachers’ professional development can occur when they meet the set educational standards. The first 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 committed and dedicated to the improvements made in education and the professional development of teachers. The development and implementation of the Pre-school 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. High 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 Training Activity, Teacher Development plan for 2008/09 school year, Four-year Teacher Development plan and the professional upgrading of Kindergarten principals and teachers.

Economic Conditions of Japan :: Business Economics Globalization

Economic Conditions of Japan Japan is currently in an economic recession. We can see that the value of the yen is falling; unemployment is rising, and purchasing of durable goods is down. This unhealthy state of economy has progressively become bleaker over the years. Many believe that the start of the slump was due to the economic bubble in the late 1980’s when low rates encouraged an inordinately large amount of investment. When a country has an elevated investment rate, large amounts of capital stock are purchased. This means that an elevated rate of investment must be maintained in order to accommodate for the high levels of depreciation. In the early 1990’s when investment began to slip asset values imploded. As a result, banks were making bad loans. The Japanese government was not quick to react, and by 1998 many major banks were on the verge of collapse. To try to combat the trend of failing banks, the Bank of Japan Governor, Masaru Hayami, started a â€Å"zero interest rate policy† in 1999. This move built confidence in Japanese banks and the Japanese economy. However, this positive reform did not last. Banks were not using this recovery policy to write off their bad loans. They also did not get rid of very risky stock market shares. Hayami became fed up with the actions of the banks and raised interest rates in August of 2000. Then when the stock market began falling, those risky shares that the banks owned caused them to lose even more money. So now the country is a facing a major problem: what to do about the losses experienced the stock market and from default loans. In the worst-case scenario calculated by Merrill Lynch credit analyst Koyo Ozeki, banks would have to write off more than 70 trillion yen in loan losses. In order to do that, banks would have to pull the plug on thousands of deadbeat borrowers. This would be devastating to the unemployment rate. Japan’s unemployment rate is currently at 4.9%, which is a postwar high for the country. This is due in part to the number of workers losing their jobs. Another big part of the increase in unemployment is due to the increase in the labor force. Economic Conditions of Japan :: Business Economics Globalization Economic Conditions of Japan Japan is currently in an economic recession. We can see that the value of the yen is falling; unemployment is rising, and purchasing of durable goods is down. This unhealthy state of economy has progressively become bleaker over the years. Many believe that the start of the slump was due to the economic bubble in the late 1980’s when low rates encouraged an inordinately large amount of investment. When a country has an elevated investment rate, large amounts of capital stock are purchased. This means that an elevated rate of investment must be maintained in order to accommodate for the high levels of depreciation. In the early 1990’s when investment began to slip asset values imploded. As a result, banks were making bad loans. The Japanese government was not quick to react, and by 1998 many major banks were on the verge of collapse. To try to combat the trend of failing banks, the Bank of Japan Governor, Masaru Hayami, started a â€Å"zero interest rate policy† in 1999. This move built confidence in Japanese banks and the Japanese economy. However, this positive reform did not last. Banks were not using this recovery policy to write off their bad loans. They also did not get rid of very risky stock market shares. Hayami became fed up with the actions of the banks and raised interest rates in August of 2000. Then when the stock market began falling, those risky shares that the banks owned caused them to lose even more money. So now the country is a facing a major problem: what to do about the losses experienced the stock market and from default loans. In the worst-case scenario calculated by Merrill Lynch credit analyst Koyo Ozeki, banks would have to write off more than 70 trillion yen in loan losses. In order to do that, banks would have to pull the plug on thousands of deadbeat borrowers. This would be devastating to the unemployment rate. Japan’s unemployment rate is currently at 4.9%, which is a postwar high for the country. This is due in part to the number of workers losing their jobs. Another big part of the increase in unemployment is due to the increase in the labor force.

Business Studies – Investigating three shops

The following assignment investigates people and work at three different stores. The first is Sainsbury's Savacentre, a hypermarket located in Beckton. Very wide ranges of items are sold here, not just groceries but clothes and technology too. I have also chosen two specialist shops, each selling a product available in the hypermarket. I have selected ‘The Card Shop' as one of my specialist shops. This is a store, local to my area, specialising in the sale of greetings cards, one of the products made available by the hypermarket. In addition to this, I have chosen Kashmir Store as a specialist shop. This small family run business specialises in the selling of halal meat and certain Asian foods. The Savacentre hypermarket has recently begun to sell some of these products in-store. The aim of this report is to address certain key ideas related to work and industry. This assignment hopes to demonstrate the key ideas in a work environment. The principal key ideas tackled in this project are listed below. 1) There is an important relationship between the level of technology and the nature of work. 2) Workers in different industries are interdependent and modern industry is characterised by specialisation. 3) The way in which industry is organised has an important effect on job satisfaction. Key idea number one suggests that certain types of work require higher levels of technology than other types of work. For example, I would expect office workers to use more technology in the way of photocopiers and computers than builders who use less technology such as cement mixers. Key idea number two suggests that workers from different industries are interdependent. That is to say, the computer manufacturing industry is dependent on the retail industry to sell its product. One cannot survive without the other. Furthermore, the key idea states that modern industry is characterised by specialisation. This means that industry today is specialised and specific or fills a niche. Overall, this key idea implies that because industries are very specific, they may be limited and therefore need to be interdependent. This is analogous to a newspaper and a newsagent. The production of a newspaper is a specialised industry as is the newsagent. Both however are interdependent as the paper cannot be sold without the newsagent and the newsagent will suffer financially without the newspaper. Finally, the third key idea suggests that job satisfaction is influenced by the way in which industry is organised. Job satisfaction is a term to describe how much a person enjoys their job and finds it fulfilling. Industry organisation can lead to poor or very good job satisfaction. This can affect workers quite drastically. For example, poor job satisfaction may lead to inefficient work and high employee turnover, which is not good for the company or industry. In order to find out if these hypotheses are true for the retail industry and more importantly, for the shops that I have chosen, I will carry out two methods of investigation, a questionnaire and general observation. By collecting data using a questionnaire, a large sample can be targeted and answers compared amongst respondents. Due to time restrictions and work place limitations, a structured interview will not be employed. Instead, a questionnaire will be used so that staff can respond in their own time. However, questionnaires are rather limited in the types of data they generate. Boredom in filling out the forms can also lead to falsified results. To combat this, I will directly observe workers. This technique allows for study of behaviour in the ‘natural setting'. The interaction between workers can be studied, as can the behaviour and attitude of individuals. In an ideal situation, I would use participant observation instead but as it is unrealistic to take up employment in order to join the workers, I will just observe as a customer. I will carry out direct observation by visiting the stores and making notes on employee behaviour. I will then obtain questionnaire information by ringing the stores in question for permission to carry out my research. Once this has been established, I will visit the shops and then distribute questionnaires amongst the staff. The research will be carried out in this order to prevent staff from changing their behaviour after filling in their questionnaires.

Pride And Prejudice Essay - 957 Words

British Literature Assignment In the novel Pride and Prejudice, author Jane Austen explores the societal expectations surrounding marriage in early 19th century England. Austen uses colorful characters to illustrate a variety of contrasting ideas about marriage and incite conflict throughout the novel. Many characters clash because of this, but perhaps the most appropriate was the conflict between Elizabeth Bennet (Lizzy) and her mother. Both remained incredibly opinionated and voiced their beliefs quite vehemently when the occasion arose . Where Elizabeth was revolutionary in her ideas, Mrs. Bennets’s attitude towards marriage reflected society’s. Therefore, the conflict between mother and daughter represented the conflict between†¦show more content†¦Her affinity to reading, long walks, and friendly banter all showcase these traits. In contrast, Mrs. Bennet is exclusively focused on marrying her daughters off to wealthy men. She even goes so far as to embarrass herself in public multip le times, as she is seen doing at the Netherfield ball. Lizzy finds her mother talking to Lady Lucas about Jane and Mr. Bingley. She states that she expects them to be married, and talks loudly of the financial advantages for their family. Elizabeth tries to quiet her mother, as Mr. Darcy, Mr. Bingley’s closest friend, sits nearby and is listening in. Her mother brushes her aside, saying that she owes him â€Å"no such particular civility as to be obliged to say nothing he may not like to hear† (96). The next day, the Bennet’s cousin and heir to their estate joins them for breakfast. Elizabeth views him as a prickly, awkward, conceited man who places great value on things which Elizabeth does not- for example, class rank. As breakfast ends, he asks for a private audience with Lizzy. The Bennets know that this could only mean one thing, and before Elizabeth has a chance to respond, Mrs. Bennet enthusiastically agrees. Lizzy begs her family to stay, crying that Mr. Collins â€Å"can have nothing to say to me that anybody need not hear† (100). However her mother ignores her pleas and orders everyone from the room. Mr. Collins launches into a lengthy proposal, which Elizabeth flat out turns down. Mr. Collins responds,Show MoreRelated Essay on Prejudice and Pride in Pride and Prejudice1535 Words   |  7 PagesPrejudice and Pride in Pride and Prejudice      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In any literary work the title and introduction make at least some allusion to the important events of the novel. With Pride and Prejudice, Austen takes this convention to the extreme, designing all of the first and some of the second half of the novel after the title and the first sentence. 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