TNAG-1073-FCO40-1323-Policy-of-the-Government-of-Hong-Kong-on-education-including-1981 — Page 384

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8.13

11.

copied. Social, political and economic factors have to be considered,

and local customs, opinions and ways of tackling problems brought to

bear on the issues.

Moreover, the Panel may well consider that the

wrong questions are being addressed.

Discussion in the remainder of this chapter is confined to

the following main themes:

(a) In what ways should we shape and develop the school system

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to meet the challenges of universal basic education?

(b) Are our present educational priorities appropriate?

(c) Is there sufficient access to education and are the various

(d)

sectors satisfactorily co-ordinated?

Is the existing role of teachers in the educational system

appropriate to their tasks?

(e) Are the measures concerning language in education now

being implemented sufficient to bring about a rational

language situation in schools?

(f) Is sufficient emphasis being placed on adult and

continuing education in our development plans?

Each of these themes gives rise to related questions which are explored

below.

Universal basic education

8.14

The first cohort of pupils to complete the nine-year course

of basic compulsory education will do so in 1981. Problems associated

with the response of the less able to compulsory schooling are beginning

to take root in the junior secondary school and to cause concern among

school authorities. As has been indicated at various points in this

report, school education in Hong Kong is still very formal by present-day

standards and parental preference is markedly in favour of academic

education of the type characteristic of the traditional grammar school.