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School Self-evaluation (SSE) Mechanism

 

Improvement measures will have the greatest impact when owned and initiated by schools. Under the enhanced SSE mechanism, kindergartens and kindergarten-cum-child care centres (hereafter collectively referred to as ”KGs”) are encouraged to continue to adopt a whole-school approach when conducting annual self-evaluation. SSE should be gradually embedded in schools’ daily practices, and KGs should make full use of the evidence readily available in school for SSE. Under the mechanism, KGs should conduct a holistic review on their current state of performance and the effectiveness of their existing development plan, with reference to the Performance Indicators (Pre-primary Institutions), then analyse and compile their SSE findings to strategically devise a development plan for the next school year. For this purpose, we have devised the School Report and Annual School Plan templates. In 2012, we revised the School Report template, which is an integration of the School Report and Annual School Plan, for school use. KGs are required to use the revised template (revised edition 2012) to record their self-evaluation findings and formulate the school development plan for the next school year.

 

 

Reference Materials

1. School Self-evaluation Manual PDF
2. School Report template MS Word
3. Performance Indicators (Pre-primary Institutions)
4. Stakeholder Survey
 
 
 

 

Frequently Asked Questions and Answers concerning School Self-evaluation (SSE) Mechanism

1. Q: What are the major differences between the revised School Report (SR) (revised edition 2012) and the old one?
  A: After years of practice, KGs have become familiar with SSE. The EDB has revised the SR template and provided an enhanced SSE mechanism to further enhance schools’ development in SSE. KGs are encouraged to conduct a holistic review on their current state of performance on various domains and a focused evaluation with the aim to promote children’s learning, so that the inter-connected self-evaluation processes, viz. planning, implementation and evaluation, can be efficiently implemented for schools’ sustainable development.
In light of this, the SR begins with the review of the effectiveness of schools’ existing development plan and ends with the formulation of the development plan for the next school year to support KGs in better utilising their self-evaluation findings for strategic planning. KGs are encouraged to identify the underlying causes of their challenges and major areas of concern; therefore, follow-up actions can be set out for improvement.
 
2. Q: Would KGs be allowed to use the old SR template to record their self-evaluation findings?
  A: KGs are required to use the revised SR template (revised edition 2012) to record their self-evaluation findings and formulate their school development plan for the next school year. However, KGs are not required to rewrite SRs which were compiled in previous school years.
 
3. Q: Why should KGs undertake their self-evaluation with a distinct focus on the effectiveness of Learning and Teaching?
  A: Learning and Teaching is the prime concern of KGs. Schools’ work in other domains is to support the development of quality education. Hence, children’s development and learning should be set as the top priority when KGs plan their major tasks. Also, KGs should examine if the ultimate goal of promoting children’s learning has been achieved when evaluating the effectiveness of their work.
 
4. Q: Would KGs be allowed to adapt the revised stakeholder survey (revised edition 2012) to suit their own needs?
  A: KGs are free to adapt the standard questionnaires for self-evaluation. However, certain functions of the Stakeholder Survey Result Analysis Tool cannot be adopted to perform data analysis on the amended questionnaires.

 

Last revision date: 01 September 2017
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