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Early Childhood Education

Postgraduate Diploma in Lesson Six:
Education Strategies in school quality
Educational Management and Sustainable
Development of Early Childhood Setting
assurance and Implementation
of Performance Indicators

The Education University of Hong Kong

Department of Early Childhood Education

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Learning Outcomes
1. Acquire the concept of
Strategies in school quality
Part I assurance, and
Strategies in school quality 2. Implementation of
assurance Performance Indicators

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2. Enhancing the quality assurance mechanism Quality Assurance for Schools (2003-04)

What is the quality assurance mechanism?

• To understand the strengths and areas for
improvement in their school to help
school leaders enhance the quality of
education
• Effective quality assurance mechanism:
combination of internal and external
evaluation mechanism

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Aims of KG Education
1. to nurture children to attain all-round
development in the domains of ethics, intellect,
physique, social skills and aesthetics;
2. to develop good habits so as to prepare them
for life; and
3. to stimulate children’s interest in learning and
cultivate in them positive learning attitudes, in
order to lay the foundation for their future
learning.
(Kindergarten Education, EDB)

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2. Enhancing the quality assurance mechanism Progress in enhancing quality assurance

Issues Proposal

Set quality • Education Department will develop a set of

indicators (for standardized quality indicator Progress Report No.2 (2003)
external and
• 3 areas:
1. facilities and human resources in ECE institution
• Quality assurance inspections are
internal
evaluations)
2. curriculum design & implementation
3. learning effectiveness of pupils
implemented
Self-evaluation • ECE providers should formulate the framework,
• Quality assurance reports are
mechanism procedures and tools for self-evaluation uploaded onto the EMB homepage
External • External evaluation should be conducted by
independent specialists/ institutions in ECE or the
for public information
evaluation and
quality assurance
concerned regulatory bodies • Focus inspections were conducted
mechanisms on 90 kindergartens
Enhancing • Parents should be informed of the results of external
transparency and internal evaluations of ECE providers.

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Progress in enhancing quality assurance

Quality Assurance Framework
Progress Report No.3 (2004) 1. Internal Quality Assurance–
A complete set of performance indicators has been
produced to serve as a tool for both internal and School Self-Evaluation (SSE)
external evaluation
Seminars and workshops to enhance self- 2. External Quality Assurance–
evaluation skills for pre-primary practitioners
Pilot exercise on quality review of self-evaluation Quality Review (QR)
results of institutions (started in March 2004) 3. Evaluation of QA Mechanism-
Progress Report No.4 (2006) Experts, frontline educators and
Pilot exercise on quality review of self-evaluation
results of institutions (completed in July 2005) lay members

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Quality Assurance Framework

Performance Indicators of SSE:

1. Management and organization Part 2
2. Learning and teaching Performance Indicators
3. Support to children and school culture (PIs)
4. Children’s development

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Framework of Performance Indicators

Background
(PIs) for Pre-primary institution in Hong
Kong
An overall review of the education system by
Education Commission (EC) in 1999 To enable a thorough assessment on
the performance of a preprimary
The importance of ECE as the foundation for institution, PIs are designed to cover
life-long, and have a far-reaching effect on
the growth of the younger generation the following areas of work under four
major domains:
Recommended various measures to build up
quality culture in ECE

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a. Cognitive Development
Physical
Development

Thinking Language
Listening ability
ability ability
Domain 4 Affective and
Logical
Cognitive social Speaking ability
development Children’s development thinking
Development
Problem Reading ability
solving and
Aesthetic and
cultural creativity Writing ability
development

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b. Physical Development c. Affective and Social Development

• Self-image
Physical movement Affective • Self-management and
development expression of feeling
• Coordination of gross and fine motor skills

Health habits • Social ability

Social • Sense of responsibility
• Personal hygiene and self-care ability development and social morality

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d. Aesthetic and Cultural Development

Framework and Procedures of

Aesthetic development
Knowledge and
appreciation of
different cultures
Quality Assurance in HK
Creativity and ability to
appreciate various forms  The Quality Assurance (QA) Framework was
of beauty introduced to kindergartens (KGs) in 2000 to
emphasize School Self-evaluation (SSE) as the key
role in the improvement of schools.
Knowledge and  SSE is complemented by external school review to
appreciation of local support continuous improvement in the quality of KGs
culture and other
through the inter-connected self-evaluation processes,
cultures viz. planning, implementation and evaluation.
source: Education Bureau (2018), Handbook on Quality
Review for Kindergartens, Hong Kong.

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• KGs have to conduct SSE and compile a

• With the implementation of the The School Report and an Annual School Plan
Kindergarten Education Scheme every year.
(Scheme) from 2017/18 school year , all • Review teams from the Education Bureau
KGs joining the Scheme (Scheme-KGs) (EDB) will conduct QR to evaluate KGs’
are subject to QA Framework. performance and make an overall professional
• Quality Assurance Framework judgment on whether a KG has met the
prescribed standards.
comprises SSE and Quality Review(QR).
• To assure education quality, EDB will from
Both of which are conducted on the time to time conduct different modes of
basis of the Performance Indicators inspection to monitor service standard
(PIs). provided by all KGs.
source: Education Bureau (2018), Handbook on Quality source: Education Bureau (2018), Handbook on Quality
Review for Kindergartens, Hong Kong. Review for Kindergartens, Hong Kong.

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• In 2017/2018, new Free Quality
Kindergarten Education Scheme
(Scheme) has been implemented
which replaces the PVEs.
• All kindergarten joining the Scheme
are needed to continually undergo
SSE and QR too.
source: Education Bureau (2018), Handbook on Quality
Review for Kindergartens, Hong Kong.
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• To enhance the transparency of the QR
mechanism, EDB has involved external
independent members as external
observers in some QR visits since
2013/14 school year.
• They share their observation with the
KGs at the end of the QR visits but do
not assess
source: Education Bureau (2018), Handbook on Quality
Review for Kindergartens, Hong Kong.
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Quality assurance processes
• School level – School self-reflection
Each school produces and implements
its development plan based on the
school aims and priorities. The school
conducts self-evaluation and produces
a school report towards the end of the
year for stakeholders’ information
• Territory level – Quality Assurance
Inspection
EDB conducts QA inspection to
provide an external review of the
performance of the school
• International level – Review by
experts
To ensure that these QA processes are
pertinent to their purpose, a review of
QA processes by external experts, both
local and overseas, will be conducted.
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• Review team from Education Bureau (EDB)
will conduct QR to evaluate KGs’
performance and make an overall
professional judgment on whether a KG has
met the prescribed standards.
• The QR reports will continue to be
uploaded onto the EDB website and linked
to the electronic version the Profile of KGs
for increasing transparency and facilitating
parents in their choice of KGs.
source: Education Bureau (2018), Handbook on Quality
Review for Kindergartens, Hong Kong.
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Quality Assurance Framework distinctive features
• It is based on common, open
and objective performance
indicators to provide tools for
the assessment of the quality
of education in schools
• It is built on interacting and
transparent quality assurance
processes, namely school-
based management, and the
traditional values and changing
needs of schools
• It aims at achieving quality
school education through
school improvement and
accountability
Source: Education Bureau. Quality assurance framework – distinctive features. Retrieved from http://www.edb.gov.hk/en/sch-
admin/sch-quality-assurance/quality-assurance-framework/framework/features.html
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The overall performance of schools in HK
and the quality of QA processes will be
reported.
Source: Education Bureau. Quality assurance processes.
Retrieved from http://www.edb.gov.hk/en/sch-admin/sch-
quality-assurance/quality-assurance-
framework/framework/processes.html
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School Self Evaluation (SSE)

School Self
Evaluation
(SSE)
Free Quality
Kindergarten
Education
Scheme
Quality
Review
(QR)

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School Self-improvement cycle Core of School Self-improvement

Planning
Based on the school aims and needs of students, the school works out its School
Development Plan (SDP), usually spanning across three years, including major
concerns, targets, time frame and outline of strategies, etc.
Implementation
Every school year, the school works out its Annual School Plan (ASP) according
to the targets of its SDP, sets implementation strategies and success criteria, as
well as monitors the progress of work.
Evaluation
Towards the end of the year, the school evaluates the performance and
effectiveness of its work in different areas and produces a School Report (SR) for
stakeholders' reference.
Making use of the evaluation to inform planning
Based on the evaluation results and other factors, the school revises the
implementation strategies of the ASP of the following year, or sets targets of the
major concerns for the new school development cycle, using evaluation to inform
planning.
To enhance students' academic and non-academic performance
through continuous school self-evaluation and improvement.
The capacity of schools to plan their work strategically and
develop a culture of reflective practice is fundamental to their
continuous development and improvement. The School
Development Plan (SDP), Annual School Plan (ASP) and School
Report (SR) are primarily the school's documents in support of
its development planning cycle. They should be based on the
school's self-evaluation of its current state of performance,
strengths and areas for improvement, development priorities and
targets for improvement. The SDP, ASP and SR should be
submitted to the School Management Committee or the
Incorporated Management Committee for endorsement and then
uploaded onto the school's website.

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School Self-evaluation (SSE)

1. A process of collective reflection that 1.Validate SSE findings ➨ promote
provides insight into the current
circumstances of schools sustainable development in KGs
2. Staff can evaluate strengths and
2. Provide professional judgment for
weaknesses of the schools
3. Identifyareas that need to be improved ascertaining the eligibility of KGs in joining
for sustainable development
the Scheme.

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3. Provide the public with information on the

current development and quality of pre-
primary education in HK On-site
Pre-QR Post-QR
4. Enhance quality of pre-primary education Review

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1. Pre-QR
8 weeks KG is notified the exact QR dates by
phone or email from the EDB eight weeks in
6 weeks advance
4 weeks KGs will receive a notification letter of QR
and a “Notes to School” (Notes) with general
procedures of QR.
KG heads are required to circulate the
QR(exact day) Notes among all teaching staff for
information
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1. Pre-QR
1. Pre-QR
KG submit the documents via the
“Kindergarten Quality Review Information
System” (KGQRIS):
• Within 2 weeks upon receipt of
notification, submit school calendar &
• Within 4 weeks upon receipt of notification, submit:
• School Report, appended with Annual School Plan
• School Basic Information Form and Teacher
Information Form
• Compiled results of stakeholders’ survey
• Curriculum Plan

timetables • School Floor Plan

• A list of teachers’ function groups (if any)

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2. On-site Review 3. Post-QR

Depending on the school size, the review team will Oral feedback will be given to the head and teaching staff
conduct 2.5- to 3.5-day on-site review (A previous half- of KGs at the end of the on-site review by the review team
day pre-QR visit will be combined with on-site review)  A draft report (2 months after QR visit)
Review team will  Schools respond (within 4 weeks)
observe lessons, A final report
look at children’s work,  QR report will be uploaded onto the EDB website
interview KG heads, teachers, parents and children  KGs remain eligible for the Scheme
 review KG’s existing documents Quality Review_feedback.docx

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Quality assurance inspection reports

Function of QR Report
1. Promoting sustainable development in
schools
2. For school improvement
3. Provide training and support for school
4. Promoting good practices
5. Uploading QR reports onto the
Bureau’s website can improve
transparency
https://www.edb.gov.hk/attachment/en/edu-system/preprimary-kindergarten/quality-assurance-
Source: Education Bureau. Quality assurance inspection reports. Retrieved from http://www.edb.gov.hk/en/sch-admin/sch- framework/qr/handbook_on_qr_eng.pdf
quality-assurance/reports/insp-annual-reports/index.html

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QA Report_School Performance
1. Promoting Continuous Development of
School
KGs assessed as meeting the prescribed
standards in QR
2. Learning and Teaching

3. Recommendations for Enhancing Self-
improvement of School KGs assessed as not meeting the
prescribed standards in QR
Tai Po Baptist Kindergarten 
QA report_TP_Baptist.pdf
Po Tin Kindergarten_20190910.pdf

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KGs assessed as not meeting the
prescribed standards in QR
1. KGs may apply for a follow-up QR by
submitting an action plan to address the issues
identified for improvement to the EDB within
two months after receiving the final QR report
2. If KGs apply for a follow-up QR, the QR
reports will NOT be uploaded onto the EDB
website or linked to the KG Profile.
However, the KGs concerned must make the
report and improvement plan accessible to
their teachers and parents.
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1. Strategies in school quality
assurance
2. Performance Indicators
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KGs assessed as not meeting the
prescribed standards in QR
3. A separate team of inspectors from the EDB will
conduct a follow-up QR about 12 months after the
issue of the final QR report. All follow-up QR reports
will be uploaded onto the EDB website and linked to
the KG Profile
4. If KGs do not apply for a follow-up QR two
months upon the receipt of the final QR reports, the
QR reports will be uploaded onto the EDB website
and linked to the KG profile. EDB will contemplate
termination of their status as a Scheme-KG and cease
the provision of government subsidy.
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Part 3
Conclusion
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References
Education Bureau (2018), Handbook on Quality Review for
Kindergartens, Hong Kong
Education Bureau (2020 September 9) Quality Assurance
Framework. Retrieved from
https://www.edb.gov.hk/en/edu-system/preprimary-
kindergarten/quality-assurance-framework/index.html
Education Bureau. (2019, September 18) Performance
Indicators Kindergarten. Retrieved from
https://www.edb.gov.hk/en/edu-system/preprimary-
kindergarten/quality-assurance-framework/performance-
indicators-kindergartens/index.html
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