Workshop 4: Positive Education in Hong Kong: Present and Future
7/10/2016 5:00pm – 6:30pm
Moderator: Dr. LAW Hing-Chung
Committee; Former Chairman, Hong Kong Direct Subsidy Scheme Schools
Speaker: Dr. Sylvia KWOK Associate Professor, Department of Applied Social
University of Hong Kong
Title: Positive Education in Hong Kong: Present and Future
Abstract:
Importance and Benefits of promoting Positive Education in Hong Kong
Implementing Positive Education is important to promote wellbeing
students in the highly competitive atmosphere of Hong Kong. Positive education assists
students to strengthen their relationships, understand and build positive emotions, enhance
personal resilience, promote engagement, and encourage a he
obtained from positive education will continue to assist students in pursuit of a happy and
meaningful life beyond the school gates, contributing to a positive community.
Experiences of adapting Positive Education in Hong Kong
A whole-school approach to positive education
showing teachers how to build on student’s strengths, enhancing teacher’s own wellbeing
and leadership skills, developing a positive culture throughout the school, a
parents, stakeholders and the community to support and sustain
• Staff training & staff support
• Explicit teaching of positive education
• Implicit teaching of positive education
• Promoting the six related pillars of positive education
engagement, positive accomplishment, positive purpose, positive relationships, and
positive health).
Implications and future directions
• Positive education can be embedded
activities.
• The theme of positive education should be integrated into the school development
plan. Integrating positive education within the school context is an evolutionary
process and takes time. School lea
short-term and long-term objectives to a whole
• Schools need to use multiple pathways to foster the wellbeing of their staff
need to be made to develop strengths a
and cultivate their engagement and commitment to the school.
• Evidence-based research is needed
framework and implementation approaches of positive education, and to provide
evidence for the effectiveness of positive education for individual well
well-being in the community.
• Education policy should
on the teaching and learning.
Workshop 4: Positive Education in Hong Kong: Present and Future
6:30pm
Chung Member, BGCA 80th
Scientific Conference
Former Chairman, Hong Kong Direct Subsidy Scheme Schools
Associate Professor, Department of Applied Social
Positive Education in Hong Kong: Present and Future
Importance and Benefits of promoting Positive Education in Hong Kong
Implementing Positive Education is important to promote wellbeing
students in the highly competitive atmosphere of Hong Kong. Positive education assists
students to strengthen their relationships, understand and build positive emotions, enhance
personal resilience, promote engagement, and encourage a healthy lifestyle. Insights
obtained from positive education will continue to assist students in pursuit of a happy and
meaningful life beyond the school gates, contributing to a positive community.
Experiences of adapting Positive Education in Hong Kong
school approach to positive education is needed for preparing students to flourish,
showing teachers how to build on student’s strengths, enhancing teacher’s own wellbeing
and leadership skills, developing a positive culture throughout the school, a
parents, stakeholders and the community to support and sustain wellbeing.
Staff training & staff support (“Learn it” and “Live it”)
Explicit teaching of positive education (“Teach it”)
Implicit teaching of positive education (“Embed it”)
Promoting the six related pillars of positive education (positive emotion, positive
engagement, positive accomplishment, positive purpose, positive relationships, and
Implications and future directions
Positive education can be embedded in the school curriculum and extra
The theme of positive education should be integrated into the school development
. Integrating positive education within the school context is an evolutionary
process and takes time. School leaders must align their school’s vision, mission,
term objectives to a whole-school positive education approach.
Schools need to use multiple pathways to foster the wellbeing of their staff
need to be made to develop strengths and psychological capital of the school staff
and cultivate their engagement and commitment to the school.
based research is needed to examine systematically the conceptual
framework and implementation approaches of positive education, and to provide
evidence for the effectiveness of positive education for individual well
being in the community.
Education policy should put well-being as the core focus, rather than focusing solely
on the teaching and learning.
Workshop 4: Positive Education in Hong Kong: Present and Future
onference Organizing
Council
Associate Professor, Department of Applied Social Sciences, City
for teachers and
students in the highly competitive atmosphere of Hong Kong. Positive education assists
students to strengthen their relationships, understand and build positive emotions, enhance
althy lifestyle. Insights
obtained from positive education will continue to assist students in pursuit of a happy and
meaningful life beyond the school gates, contributing to a positive community.
students to flourish,
showing teachers how to build on student’s strengths, enhancing teacher’s own wellbeing
and leadership skills, developing a positive culture throughout the school, and engaging
wellbeing.
(positive emotion, positive
engagement, positive accomplishment, positive purpose, positive relationships, and
in the school curriculum and extra-curricular
The theme of positive education should be integrated into the school development
. Integrating positive education within the school context is an evolutionary
ders must align their school’s vision, mission,
school positive education approach.
Schools need to use multiple pathways to foster the wellbeing of their staff. Efforts
nd psychological capital of the school staff
to examine systematically the conceptual
framework and implementation approaches of positive education, and to provide
evidence for the effectiveness of positive education for individual well-being and
, rather than focusing solely