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Support Measures for Non-Chinese Speaking (NCS) Students

The Government's education policy is

policy is to provide

to provide appropriate learning opportunities for all students to help them attain all-round development. The EMB has put in place various support measures for NCS students. They include providing centralised support to 10 and five designated primary and secondary schools respectively in the 2006-07 school year, with intensive on-site support to help these schools to enhance further learning and teaching of the Chinese language subject. A supplementary guide is being developed for teaching of Chinese to NCS students under the umbrella of the central Chinese language curriculum framework. At the same time, tertiary institutions have been invited to run a Chinese Learning Support Centre to support NCS students and to help train Chinese language teachers in the designated schools.

Professional Development at Schools

Teachers' Professional Development

Following the issue of the Teacher Competencies Framework and Teachers' Continuing Professional Development document in 2003, the Advisory committee on Teacher Education and Qualifications has set up a steering committee to help teachers to continue to develop professionally and to share good practices with each. other.

Principals' Professional Development

The Government has a programme of wide-ranging activities to help principals develop their professional skills. It is part of a development plan designed for serving principals to hone their skills and for newly appointed principals to better equip themselves for the job ahead. Since 2004-05, the aspiring principals has had to attain a Certification for Principalship to be considered for appointment for principalship.

Hong Kong Teachers' Centre

The Hong Kong Teachers' Centre was set up in 1989 to promote continuous professional development and professionalism of teachers. On occasion, the centre joined forces with other educational bodies or the EMB to organise activities designed to help teachers develop professionally. The activities included conferences, seminars, workshops and meetings at which teachers shared their teaching experiences. A variety of personal development and recreational activities were also organised to help teachers maintain a balance between their working life and private life.

Council on Professional Conduct in Education

The Council on Professional Conduct in Education was set up in 1994 to improve teachers' professionalism. It comprises 25 elected members from schools and educational organisations, and three members nominated by the Permanent Secretary for Education and Manpower. The council draws up operational criteria defining the professional conduct expected of an educator and advises the Permanent Secretary on ways to promote professional conduct in education as well as on cases of disputes or alleged professional misconduct involving educators.

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160 Education