The Hong Kong policy of quality education for all: a multi-level analysis of its impacts on newly arrived children

Abstract

This paper attempts to argue that using market forces to raise education standards casts doubts to quality education, although this is seemingly an international trend, for such practice presents challenges to many issues such as equity. Using Hong Kong as a case, the paper analyses the practices of quality school education by focusing in particular on the difficulties that newly arrived children encounter. A multi-level framework is employed to critically examine the current government policy on quality education with reference to nine schools from five levels: individual student, institutional, government, societal and professional learning community. Discrepancies between policy goals and school practices are highlighted. The paper then addresses options for improvement and consideration if quality education is to be the hallmark of Hong Kong schooling.

Keywords:

• Hong Kong education policy
• newly arrived children
• inclusive education
• school leaders
• Confucius philosophy

Acknowledgements

The author wishes to thank the anonymous reviewers of the International Journal of Inclusive Education for their critical comments, and to my colleague, Prof Chris Forlin, for editing the finalised manuscript.