Implementation of School-Based Management in Hong Kong: Recent Development and Future Challenges

Abstract

Since 2000, all schools in the public sector in Hong Kong have implemented school-based management. However, it is only recently that the government has passed a new bill to enforce the setting up of a mandated structure of the school-based council in schools. Many school sponsoring bodies are worried about a possible diminution of their control as a result of the new management committee structure. At individual school level, the readiness of school principals, teachers and parents seems to be the core of the question. Principals' transformational and curriculum leadership in local schools seems to be weak. As a result, policy-makers attempt to work out ways to enhance the implementation of school-based management by providing training for school managers, promoting home-school relations and encouraging the professional development for principals. In addition, there is a need to enhance leadership development for supervisors and middle managers. Future challenges to schools include carrying out a smooth transformation of the present school management structure to the required incorporated management committees, effective implementation of school-based management under the new bill and quality training for other stakeholders.

Reinforcement of School-based Management in Indonesia

“…Some experts argued that SBM has long effect to teacher commitment [3], effective school-support system, regular information, and motivational element of the school principal [4], and other requirements [5], it was actually implemented in Canada, Australia in 1970 [6], Hongkong [7], Chile, China, Germany, Poland, Russia, Uganda, and Zimbabwe [8], and in the USA, New Zealand began in the 1980s [9]. SBM is also believed as a way to improve student achievement [10], and takes at least administrative control, professional, community, and equal control [11].…”

Managing teacher balkanization in times of implementing change

“…The issues encountered by principals and teachers concern balancing the interests of various stakeholders, accountability to parents and school sponsoring bodies and developing a shared vision. Some are constrained by excessive time demands and working under great pressure (Yu, 2005).…”

“…For example, while principles of reform are welcome, there seems to be not much change in the mode of teaching and learning due to lack of training and resources (Chisholm and Leyendecker, 2008;Ma et al, 2006;Yu, 2005). Student-centered learning in particular has been found difficult to implement given the traditional status of teachers being contested (Ryan et al, 2009).…”

“…Yu (2005) envisaged that the recommendation was a significant step towards the development of SBM in Hong Kong. To promote and strengthen family-school relationships, the Education Department established the Home-School Cooperation Committee in 1993.…”

Educational contributions to students’ belongingness to the society, neighbourhood, school and family

“…The strategy for the goal is to make education funny and lessen the pressure of examination, rote learning and competition, which have been supposedly weakening students' belongingness (Fok, 2004;Pun, 2013). Moreover, school-based management and enhancing the accountability and democracy in school are proposed means to raise students' belongingness to school (Cheng & Cheung, 2004;Yu, 2005). Nevertheless, promoting belongingness is not the sole goal in public and private education.…”