As we talked in our previous articles about the perks of free to subsidized education for students, I designed a questionnaire for a school principal. The questions were related to the implementation of the voucher scheme in Hong Kong. The interview gave us an idea about the effects of “Voucher system” on school, on parents and on teachers.
Before taking the interview, there were some objectives:
- To understand the PEVS
- The aftermath of PEVS on school, teachers and parents
- To know the progression level of preprimary education
- To understand the future of voucher receiving schools
Purpose of interview was to understand that how the voucher scheme works. What is the importance of this scheme for the schools, teachers and parents?
Open–ended questions are formed which are related to the overall goals and objectives.
ANALYSIS OF THE INTERVIEW
Before taking the interview our concern was whether PEVS is of any help in improving the quality of kindergarten and how far it had been directed to achieve its designated goals. And if we review the interview, we can see that there is no reason that the school should discontinue the voucher. Since the introduction of the voucher scheme starting from 2007/2008 year, about 99.9% of KG children have received direct financial subsidy on tuition fee through the voucher. The professional qualifications of KG teachers and Principal have improved and the self-improvement capacity of KG has also undergone continual enhancement. The relationship between the Government, kindergarten and parents has changed upon the implementation of the PEVS. The principal is trying her level best to satisfy the all three factors which are influencing her school, She is collaborating with parents to make them sure that their children are getting quality education, she is helpful to teachers in letting them upgrade their professional education and most importantly, she is striving her best to meet the EDB requirements.
Role of interviewee (principal)
Through interview I have identified that principal has significant impact on the continuous development of the school. It can be defined through following diagram.
We can say leadership style is instructional. Instructional leadership can be defined as “those actions that a principal takes, or delegates to others, to promote growth in student learning”. The principal encourages educational achievements by making instructional quality the top priority of the school and brings that vision to realization. She spends majority of her time dealing with strict administrative duties. She is working actively with the teachers to define educational objectives and sets school goals providing necessary resources for learning and creates new learning opportunities for students and staff.
Too Good To Be True
Although she gave me very positive feedback about the whole system and scheme, but still I feel her reflection was not so transparent. She might be hiding some facts or her feelings in order to be safe. The PEVS scheme has surely placed the kindergarten under a multi-lateral demand system by parents on the one hand and by the Government on the other, in terms of requirements for professional upgrading, quality review (QR), increased transparency and administrative accountability. There are some changes associated with the PEVS and I didn’t feel that change happening in the kindergarten other than the fee help. There is a mismatch between the school’s output and capacity and the challenge imposed on kindergarten through the scheme.