Abstract

Improving the quality of school education with special emphasis on students' personal growth and development, student performance in major learning related to the processes and outcomes of 'pastoral care', or 'student guidance and counselling', are one of the major concerns of the Education Commission as stated in its Report No. 7 in 1997. In 1999, the Education Commission re- emphasized in the Education Blueprint for the 21st Century that the development of students' psychological attributes and multiple intelligence are the keys to quality education. Since the implementation of relevant policies in 1992, no evaluation on its effectiveness has been made. Have they proved to bring forth the expected outcomes, that is to develop students' good behaviour and to enhance their self-image? A further query has also been raised concerning whether quality school education can then be achieved as a consequence of introducing the 'Whole School Approach (WAS)' to guidance in Hong Kong. This paper reports the funding of a study among at investigating the effectiveness of the implementation of WSA to guidance in Hong Kong. It was found that relationship had been established since WSA's first implementation. However, the study showed that schools were still not yet able to implement the spirit of pastoral care. There was a gap between the actual outcomes and the preset objectives. Apart form reporting the situations, issues which deserve further investigation were listed and implications were drawn, hoping that schools could provide the quality delivery of the WSA to guidance and enhance students' self-image, strengthen their good behaviour and achieve quality school education in the future.

[Full text in Chinese. Please refer to the Chinese website of JQSE]

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