print page
< Back
Menu > About EDB >
Forms & Circulars
-
Forms
-
Circulars
< Back
Menu > Curriculum Development and Support >
Major Levels of Education
-
Kindergarten Education
-
Primary Education
-
Secondary Education
< Back
Menu > Curriculum Development and Support >
Assessment
-
Basic Competency Assessment (BCA)
< Back
Menu > Students and Parents Related >
Life Planning Education and Career Guidance
-
Life Planning Education
-
Business-School Partnership Programme
< Back
Menu > Students and Parents Related >
Safety Matters
-
Safety of Students
-
School Bus Services
< Back
Menu > Students and Parents Related >
Non-Chinese speaking (NCS) students
-
Education services for non-Chinese speaking (NCS) students
-
What's new
-
Overview
< Back
Menu > Students and Parents Related >
Programs and Services
-
Programs
-
Services
< Back
Menu > Teachers Related >
Qualifications, Training and Development
-
Qualification
-
Training
-
Development
< Back
Menu > School Administration and Management >
Financial Management
-
About Financial Management
-
Information on Subsidy
-
Notes to School Finance
< Back
Menu > School Administration and Management >
School Premises Related Information
-
Allocation of a School
-
Furniture and Equipment List for New Schools
-
School Premises Maintenance
< Back
Menu > Public and Administration Related >
Public Forms and Documents
-
Public Forms
-
Efficiency Office - Guide to Corporate Governance for Subvented Organisations
< Back
Menu > Public and Administration Related >
Tender Notices
-
Tender Notices
-
Works Tender Notice
Main content start

APASO-II - Framework of APASO-II

 

Framework of APASO-II
Bronfenbrenner’s Ecological Systems Theory (1995) is used in previous version of APASO as well as in APASO-II in order to provide a theoretical framework to the selected set of scales. Figure 1 illustrates the ways in which the individual is ever increasingly encased in the social domain. It can be seen that the individual is in the centre of the diagram, surrounded by more immediate social influences such as family, peers and school and then less immediate (but not necessarily less important) influences of local community, regional, national and international effects. All-round individuals have well-developed attitudes and knowledge about these effects upon themselves and others.

framework


Figure 1. Adaptation of Bronfenbrenner’s (1995) model for development


The scales of Primary School are organised along four dimensions, namely, self, self-others, self-school, and self-society. There are 8 scales and 53 subscales applicable to Primary 3 to Primary 6.

framework-primary



The scales of Secondary School are organised along five dimensions, namely, self, self-others, self-school, self-society and self-future. There are 12 scales and 62 subscales applicable to Secondary 1 to Secondary 6.

framework-secondary