This paper attempts to analyze the practices of “quality school education” by using newly arrived children (NAC) as an example. A multi-level framework is employed to critically examine the current government policy with reference to the sampled nine schools from five levels: government, institutional, individual student, societal and professional learning community. Discrepancies between policy goals and reality are highlighted. The paper then addresses what should be done and undone if quality education is to become the hallmark of Hong Kong schooling.
|Publication status||Published - 2005|