TNAG-1073-FCO40-1323-Policy-of-the-Government-of-Hong-Kong-on-education-including-1981 — Page 212

E

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growing awareness of the instrinsic value of this type of education,

the attraction of new, well-equipped school buildings in this sector

and the enhanced chances of employment for prevocational school

leavers. The inclusion of practical and technical subjects in the

curriculum of all types of school is also helping to create a general

appreciation of the importance of these forms of education in the

development of the child. Nevertheless, the development of

technical education in Hong Kong is still too closely associated in

the public mind with the extent to which general education is

provided, and is regarded by many as a mere consolation prize

except perhaps when it can be seen to offer pupils as good a chance

as any other type of education of progressing to senior secondary

and sixth-form education (as it does, for example, in the Secondary

School Places Allocation Scheme, where each of the school nets

includes prevocational and secondary technical schools). For this

reason it seems unlikely that a completely objective view of

technical education in its various forms will emerge until it is

seen to co-exist in its own right (and, for those who opt for it, to

be on a completely equal footing) with general education.

B.

TEACHERS

2.37 Analysis of teaching force In March 1980 the total

number of teachers in the kindergarten, primary, secondary and post-

secondary sectors (including teacher-training but excluding the

universities and Polytechnic) was 39,507. Appendix G consists of

tables which show the distribution of the teaching force by sex,

type of school, qualification and training.

Reference to the tables

shows: