Education is productive in a broad sense. It promotes excellence not only by imparting job-related skills, but by allowing each individual to feel happy through being at home with themselves, realizing their own potential, finding meaning in living, and gaining in confidence. To achieve such ends, the focus of schools must not lie in setting students to compete with one another and must not effectively treat and label students who fall behind in the competition as outcasts or inferior. We will need more enlightened educational and social institutions that respect individuals as persons, because teachers cannot teach one thing while the system teaches another. To be effective, schools have to be congruent with the society—in values, habits, traditions, and the stage of economic development. This chapter also addresses such issues as examinations and drilling, teachers’ autonomy, and curriculum.
Contribution to Book
Education reform : a social-economic perspectiveEducation reform and the quest for excellence: The Hong Kong story
Document TypeBook chapter
PublisherHong Kong University Press
Publisher StatementCopyright © Hong Kong University Press 2005. Access to external full text or publisher's version may require subscription.
Additional InformationISBN of the source publication: 9622097456
Citation InformationHo, L. S. (2005). Education reform: A social-economic perspective. In L. S. Ho, P. Morris, & Y.-p. Chung (Eds.), Education reform and the quest for excellence: The Hong Kong story (pp. 9-22). Hong Kong: Hong Kong University Press.