- 30 -
a further two years' part-time study) they are still at a substantial
disadvantage vis-a-vis their colleagues holding what they regard as
inferior academic qualifications.
This situation is being reviewed in
the light of the new course structure of the assisted post-secondary
colleges and the validation exercise being carried out by the CNÀÄ.
Meanwhile, as mentioned in paragraph 6.21 above, the colleges of
education will provide a special two-year ICTT course with effect from
1981 for those approved post-secondary college diploma holders accepted
for teacher training: standard ICTT courses will at the same time be
restructured and extended to three years.
Co-ordination of teacher education
6.37
Finally on the subject of teacher education, it should perhaps
be stressed that the role of the teacher (and of the head teacher) is
probably of even greater importance in Hong Kong than in, say, the
United Kingdom since the provision of facilities such as libraries and
laboratories is less generous. This makes the Hong Kong pupil more
directly dependent on his teacher: the role of parent-teacher associations
too is less strong (where they exist at all) so that heads and staff are
able to run their schools with little external interference.
Thus, in
Hong Kong the influence of the teacher is particularly strong, and this
points to the need for teacher education to be further strengthened. At
present teacher education is fragmented, being the separate responsibilities
of the two universities, the colleges of education and TTC, the advisory
inspectorate and the Adult Education Section (through its in-service
courses for practising teachers). Liaison is achieved by formal
arrangement in some cases and by the informal exchange of information
and advice in others: as yet, however, there is no overall machinery
for the co-ordination and development of teacher education. This is a
і