TNAG-1073-FCO40-1323-Policy-of-the-Government-of-Hong-Kong-on-education-including-1981 — Page 347

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The graduate/non-graduate dichotomy

6.34

It will have been noted in the foregoing account that there

is still a sharp distinction in Hong Kong between the training and

subsequent status within the teaching profession of graduate and non-

graduate teachers. This distinction is thought by many to be inappropriate

and at odds with the needs of the schools, creating a dichotomy between

the two groups, giving rise to invidious distinctions and in effect

unfairly equating the label 'non-graduate' with 'second-rate', The

situation is reinforced by the differences in the conditions of service

and long-term promotion prospects of the two groups. In this connection

the Education Department made proposals in 1980 to the Standing Commission

which were designed to open out the somewhat restricted career opportunities

of its own non-graduate teaching (and administrative) staff, current

conditions of service preventing the very able non-graduate from progressing

to more senior posts in the education service and realising his talents

to the full. As a result, the Standing Commission recommended that non-

graduates should be given the opportunity to transfer to vacancies in

the entry ranks of graduate grades on specified conditions (for example,

a minimum of ten years' relevant experience). This recommendation was

accepted by the government but it is too early to ascertain whether its

implementation will materially improve the situation. Perhaps the most

unfortunate effect of the dichotomy between graduate and non-graduates is

that the primary school sector is not considered to offer a viable career

for graduates and no initial training is provided for this sector by the

universities.

6.35

In public-sector secondary schools there is an approved ratio ·

of 7 graduate to 3 non-graduate teachers, though some flexibility is

permitted where necessary for operational reasons. It is not uncommon