|As an integral part of the Quality Assurance (QA) Framework, all Scheme-KGs are required to conduct ongoing SSE for school development and accountability. In the past years, KGs have demonstrated progressive improvement in conducting SSE and accumulated experiences to embed SSE in school’s daily practices to promote school development. KGs should make full use of the evidence readily available in school for SSE to avoid unnecessary documentation and preparation. KGs are encouraged to continue to adopt a whole-school approach when conducting annual self-evaluation and to utilise their self-evaluation findings for strategic planning so that the inter-connected self-evaluation processes, viz. planning, implementation and evaluation can be efficiently implemented for sustainable school improvement. Following the existing practices, KGs are required to use the School Report (SR) template to record the self-evaluation findings and formulate the school development plan for the next school year. To enhance transparency and accountability, KGs are strongly encouraged to make their SR accessible to their major stakeholders including parents through different means, such as uploading the SRs onto their school websites. |
For KGs not joining the Scheme, they are also encouraged to conduct their SSE with reference to the refined Performance Indicators (Kindergartens) for schools’ continuous improvement.
The SSE Manual and SR template have been updated and made available on the EDB website for reference of schools.
|1.||School Self-evaluation Manual|
|2.||School Report template|
|3.||Performance Indicators (Kindergartens)|
|4.||School Self-evaluation Workshop 2020 (24 June 2020) (Chinese version only)|
|1.||Q:||What are the major differences between the revised School Self-evaluation Manual (2018 edition) and the old one?|
|A:||In the 2017/18 school year, the EDB introduced the Kindergarten Education Scheme (the Scheme). Like before, schools had to first carry out SSE, then compile the SR. Review teams from the EDB assessed the overall performance of the schools so as to decide whether the quality of the schools met the criteria specified in the QA Framework. The SSE mechanism set out in the revised SSE Manual is identical to the existing one. The amendments are mainly updating of school years and textual changes with reference to the Performance Indicators (Kindergartens).|
|2.||Q:||What are the major differences between the SR template (2018 edition) and the old one?|
|A:||SR template still begins with a review of the effectiveness of a school’s existing development plan and ends with the formulation of the development plan for the next school year. It is to support KGs to better utilise 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. The amendments are mainly textual changes with reference to the Performance Indicators (Kindergartens) and the addition of "1.7 Summary of Expenditure" in Part 1 of SR to enhance the school transparency.|
|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 stakeholder survey (2017 edition) 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.|