The evolution and implementation of the pre-primary education voucher scheme in Hong Kong

The introduction of a voucher scheme for early childhood education in Hong Kong has resulted in significant changes in the field. This article reports data from a pilot study that aimed at understanding better how parents chose an early childhood education service following the introduction of a voucher scheme in Hong Kong. Eighty-six Chinese parents with children aged three participated in interviews and focus group discussions. This group of parents had just undergone the process of selecting a kindergarten or nursery for their children for the school year 2007–2008. The participants were from a range of socioeconomic circumstances and educational levels who had selected non-profit-making kindergartens and nurseries in public and private housing estates. The results showed that what parents looked for in their choice of service closely matched how they defined quality. Moreover, their views on quality greatly resembled the specific notion of quality that the recent reform policy has been heavily promoting. The findings point to the complex interactions among policy, choice, and practices of early childhood education. The new voucher scheme is intensifying the governing of both the self and the field, the impact of which is worrisome.

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Involvement and participation in pre-primary education governance : a perspective of Hong Kong parents

10.5353/th_991044040645903414 ◽

2018 ◽

Author(s):

Hoi-yi Chiu

Keyword(s):

Hong Kong ◽

Primary Education ◽

Education Governance

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Pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong: a multidisciplinary critical evaluation

Asian Education and Development Studies ◽

10.1108/aeds-04-2021-0081 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Fozia Nazir Lone ◽

Bonnie Wing-Yin Chow

Keyword(s):

Hong Kong ◽

Language Acquisition ◽

Ethnic Minority ◽

Minority Students ◽

Primary Education ◽

Developmental Psychology ◽

Chinese Language ◽

Critical Evaluation ◽

Content Type ◽

Ethnic Minority Students

PurposeThis review study focuses on the framework for pre-primary education and language acquisition for non-Chinese-speaking students (NCS students) from ethnic minority families (EM families) in Hong Kong.Design/methodology/approachThis paper adopts a multidisciplinary perspective that involves both assessing the broader governing framework and researching their specific needs. In its overview of the significant changes made in recent years and an exploration of the gaps in the framework, with reference to other jurisdictions, along with input from developmental psychology as it relates to the issues faced by NCS students.FindingsThis study contributes to the literature on how to shape further policies and reforms to optimize learning of NCS children in Hong Kong from a young age. This helps NCS students and families achieve their right to education and equal opportunities and schools to cater the needs of these students and families, which is essential to providing an enriched learning environment for our children regardless of their ethnicity.Originality/valueThis study uses multidisciplinary approach to study pre-primary education and Chinese language acquisition of ethnic minority students in Hong Kong.

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