In Hong Kong education system, there are six types of primary and secondary schools, government schools, subsidized schools, Direct Subsidy Scheme (DSS) schools, private schools, private international schools and English Schools Foundation. (Education Bureau, 2009) . In this essay, I will mainly focus on the sociological and economic perspectives of Direct Subsidy schools.
There are ten points in sociological and economic perspectives. Greater flexibility can be obtained for schools. (Education Commission, 1988) . The scheme allows them to enjoy high autonomy which they can design their own syllabuses and curricula according to their own wishes. The schools can then establish their own unique cultures and styles, and achieve their visions. For example, Lam Tai Fai College in Sha Tin has a strong belief in whole-person development, and expects its students to excel in areas other than academic study. It therefore makes full use of the freedom and introduced different interest subjects such as “Creative Fashion Design”, “Sports Science & Recreational Management” and “Health Education”, etc. The mentioned are indeed unique throughout Hong Kong, which only the College is offering.
There would be a larger budget, both for DSS schools and government. (Hui, K.Y., 2001). DSS schools are expected to acquire more resources with the school fee, and also, their teaching qualities and facilities can be improved. Some of those DSS schools use the extra fund to provide more competitive packages to teaching staff, and recruit better teachers from other schools. This increases their competiveness when parents are choosing among different schools for their children.
On the other hand, in terms of other traditional-aided schools, they are still bounded by the rules of Education Bureau, and that brings disadvantages in competing with DSS schools, as their quality teachers may get attracted the packages offered by the DSS schools and they face an even harder situation...
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