early childhood education in hong kong: policy, resources and quality gail yuen the hong kong...
TRANSCRIPT
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Early Childhood Education in Hong Kong:
Policy, Resources and Quality
Gail Yuen
The Hong Kong Institute of Education
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Change of Governance
From British to Chinese sovereignty in 1997
The Basic Law (Government of the People’s Republic of China, 1990) Hong Kong as a special administrative region (SAR) One country, two systems A high degree of autonomy Formulate own policies on the development and
improvement of education
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Hope? Illusion?
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Context
British colonial legacy
Laissez-faire politics Economic emphasis Executive orientation Minimal attention on education
Compulsory education Teacher education Educational borrowing
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Context
Hong Kong SAR government
More commitment to education More ‘faithful’ adoption of managerialism
Economic challenges Business orientation of policy elites and officials
Stronger executive orientation Tung administration (1997-2003) Tsang administration (2003-present)
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Context
Yuen (2005)
A government official said,
“After 1997 . . . . the 3Es, which stand for economy, effectiveness, and efficiency, have been advocated to promote accountability.”
“Accountability has priority over [professional] competence.”
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Policy as Discourse
Ball (1994)
Discourses are about what can be said, and thought, but also about who can speak, when, where and with what authority.
We are the subjectivities, the voices, the knowledge, the power relations that a discourse constructs and allows.
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Reality?
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Early Childhood Education System
Birth to Age 3
Social Welfare Dept.Child care centers
Crèches (birth to age 2)
Nurseries (ages 2-3)Mostly full-day session
Ages 3 to 6
Education BureauKindergartens & nurseriesMostly half-day session
(am/pm)
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Early Childhood Education System
Institution type
All private (none being publicly funded) Non-profit-making vs. profit-making Local vs. international
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Early Childhood Education System
Student population
Predominantly Chinese Ethnic minorities – India, Pakistan, Nepal, etc. Increasing number
Children living in poverty Immigrant children from the Mainland China
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Early Childhood Education System
ECE workforce
Predominantly female and local Chinese Mostly secondary school graduates Preservice professional qualification (starting
from 2008) Teacher – sub-degree Principal – degree
Minority teachers – English, Putonghua, ethnic
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ECE Resource Allocation
Stages of development
Rent & Rates Reimbursement Scheme (1970s) Fee Remission Scheme (1980s) Kindergarten & Child Care Center Subsidy
Scheme (1990s) Voucher Scheme (recent)
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Voices from the Field
Yuen (2005)
The issue of financial resources has been most contested.
“limited resources as the root problem of the many tensions and conflicts encountered by the field”
Intensification of the issue due to increasing social and policy pressures
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Voices from the Field
Social pressures
Low birth rate Increasing poverty Changing population composition Family problems Cultural emphasis on education and achievement
Private operation: Survival always comes first.
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Voices from the Field
Yuen (2005)
A holistic rather than piece-meal approach to improving the provision of the field Direct subsidy to operation Teacher education, qualification, and salary Legislation and regulation Unification of the education and care services
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Patterns of Officials’ Responses
Yuen (in process)
It was against the existing policies to provide any kind of direct subsidy to kindergartens.
Financial support might not be truly economical or efficient.
The control that came with direct subsidy was against the market operation of the field.
It would be hard to justify using public dollars to subsidize profit-making kindergartens.
The budget involved in subsidizing teacher salary was too substantial.
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Patterns of Officials’ Responses
Yuen (2005)
A government official said,
“It would be best if a shirt has a collar and sleeves. When resources are limited, the priority is, of course, given to the universities.”
Post-secondary educationPrimary education Secondary education (12-year compulsory education)
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Silencing the Voices
Given something else in return (Yuen, 2005)
R1: Adjusting tuition fee cap + Fee Remission Scheme
R2: Introducing Kindergarten and Child Care Center Subsidy Scheme
R3: Adjusting tuition fee cap + Fee Remission Scheme + Kindergarten and Child Care Center Subsidy Scheme (keep changing the calculation method)
R4: Subsiding teacher education rather than the field
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Policy Emphasis on Teacher Education
Colonial
Secondary school graduates with 2 passes
Teacher – 40% with short-term training by 1995 and initial training by 1997
HK$163 millions for teacher education
No preservice requirement
SAR
Secondary school graduates with 5 passes
Teacher – 100% with initial training by 2004
Principal – 100% with sub-degree by 2005
More resource allocationPreservice requirement
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Given Something Else in Return
Demand
PreserviceInitial trainingSub-degree for teacher
Degree for teacher
Given
InserviceShort-term trainingInitial training for teacher, sub-degree principalSub-degree for teacher,Degree for principal
Teacher Education and Qualification
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Policy as Discourse
Moss & Petrie (2002)
…we are spoken by policies, we take up the positions constructed for us within policies.
…may have the effect of redistributing ‘voice’, so that it does not matter what some people say or think, and only certain voices can be heard as meaningful or authoritative.
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Notion of Quality
Yuen (in process)
“It is the government’s policy to provide quality kindergarten education in the private sector. To achieve the aim, the government has provided different financial assistance through rent reimbursement, the Kindergarten Subsidy Scheme, the Fee Remission Scheme, etc. . . . Parents have more choices and play a more active role in quality control when they share the cost . . . . The global trend nowadays is to rely less and less on public funds.”
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The Paradox
Yuen (in process)
In contrast to the declining quality of publicly funded primary and secondary education, the good private practice of early childhood education showcases the value of privatization and justifies the neo-liberal argument for a small or limited government.
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HKSAR Education Reform
Education Commission (2000)
Early childhood education is
the foundation of lifelong learning.
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HKSAR Education Reform
Building a new culture for quality early childhood education (Education Commission, 2000)
Enhancing professional competence Enhancing the quality assurance mechanism Reforming the monitoring mechanism Enhancing the interface between early childhood and
primary education Mode of subsidy
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ECE Resource Allocation
Operator
Rent & Rates Reimbursement
Kindergarten & Child Care Subsidy Scheme
Parent
Fee Remission Scheme
Voucher Scheme2
3
1
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Operator (Provider)
Parent(Consumer)
Rent & rates reimbursementKCC Subsidy Scheme Fee Remission Scheme
Complete Market Approach
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Voucher System
Designed with students’ best interests in mind (Education Bureau, 2006)
Help reduce parents’ financial burden Support professional upgrading Improve educational quality
Free choice – stimulating competition Increasing institutional transparency Meeting performance standards – self-evaluation and
quality assurance inspection [moving towards accreditation] Funding implications
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Patterns of Officials’ Responses
Yuen (in process)
It was against the existing policies to provide any kind of direct subsidy to kindergartens.
Financial support might not be truly economical or efficient.
The control that came with direct subsidy was against the market operation of the field.
It would be hard to justify using public dollars to subsidize profit-making kindergartens.
The budget involved in subsidizing teacher salary was too substantial.
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Given Something Else in Return
Yuen (in process)
One teacher educator commented,
“The field only gets a share of the pie when there is money.”
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HKSAR Education Reform
Resources currently devoted to education
Early childhood & primary (22.9%)
Secondary (33.3%) Post-secondary (34.7%) Others (9.1%)
According priority to basic education
Early childhood and primary education are a key stage where the foundation for lifelong is laid. When considering the allocation for any additional resources, priority should be given to early childhood and primary education. (Education Commission, 2000)
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Global Trends in ECE
Grieshaber (2006) Increased spending by governments on the early
years Quality assurance mechanism Imposition of standards, accreditation or assessment
– make ECE accountable for funding and outcomes Usually focusing on structural aspects, e.g., staff-
child ratios, group sizes, facilities and resources, staff qualifications, professional development
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Discourse of Quality
Dahlberg, Moss, & Pence (1999) About the how rather than the why
Bloch, Holmlund, Moqvist, & Popkewitze (2003)
A natural good of the private sphere over the public
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Policy Debates on Voucher
Yuen (2007)
The unfamiliarity of the subject to the local community, including those in the field
Mostly on the operational aspects of the policy without problematising the underlying assumptions made at the deeper level
A general acceptance of the proposed scheme as a legitimate solution to issues concerning early childhood education in spite of the top-down nature of the policy and the lack of public consultation in the planning stage
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Voucher in Hong Kong
Lee & Wong (2002)
There is no conclusive evidence to show that
the introduction of an education voucher system will improve the quality of education, although it will increase competition among participating schools.
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Policy as Discourse
Bakhtin (1981)
Authoritative discourse demands unquestioned loyalty from those who are involved, as it assumes that utterances and their meanings cannot be changed in the process of communication.
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Moss & Petrie (2002)
Power produces regimes of truth Make assumptions and values invisible
Turn subjective perspectives and understandings into apparently objective truths
Pervasive influence Governance without overt coercion of people The ability to order and normalize, in particular through
classification and categorization
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Effects of power/knowledge relationships (Bloch, Holmlund, Moqvist, & Popkewitz, 2003)
Form cultural reasoning systems that govern and regulate
Produce inclusions, while maintaining exclusions of defining difference
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Early childhood education is normalized as:
A market place A production of competitive workforce
(lifelong learning) A private responsibility (a natural good) A ‘decorative’ stage of education (“important
but not essential”) A exemplary model of ‘progressive’ policy in
a modern society
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Exclusion/Inclusion
Reproduce the pecking order of education by further marginalizing:
ECE from the education system Lifelong learning foundation but not basic
education For private rather public good
‘care’ from ‘education’ in ECE
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Exclusion/Inclusion
Exclusion
Child care centers (ages 0-3)
Nurseries (ages 3-6) – full-day programs
Teachers serving children aged 0-3 and working in full-day programs
Children aged 0-3 attending child care centers and full-day programs
Inclusion
Kindergarten and nurseries (ages 3-6) – half-day programs
Teachers serving children aged 3-6 and working in half-day programs
Children aged 3-6 attending kindergartens/nurseries and half-day programs
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Policy continues to perpetuate and widen
the disparities between early childhood,
primary, and secondary education
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Opper (1993)
In brief, kindergarten education continues, as in the past, to be the Cinderella of the education system. As her two elder sisters, Primary and Secondary, prepare themselves for the ball organized by the Education Commission, she remains in the kitchen, neglected and despised, gleaning the meager droppings that fall from the Education Department’s table. When, on when, will her fairy godmother arrive to wave a magic wand and change all this?
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Policy allows the oppressive forces embedded
in the political, cultural, and institutional contexts of Hong Kong to
sustain.
Children of Tomorrow
Where are the children of today?
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The ‘Us’ vs. ‘The Other’
New governance after 1997 (Yuen, in process)
‘one of us’ (colonized: Chinese) and not one of them’ (colonizer: British)
‘Us’ includes Those who share the same Chinese heritage and
hold the same belief in educating the younger generation
Those who are no longer ‘colonized’ In effect, the ‘us’ is also the colonizer.
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Heck (2004)
How we think about our problems determines
both what we see and what we fail to see.