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HKIEd Joy of Learning No.1, 2006
Content Home 中文版
Participating in the AIA Quest for the Champion Communicator 2005

Quality of Graduates Testified by Positive Perception and High Employment
In October 2005, the Institute commissioned the City University of Hong Kong to conduct an Independent Survey on Teacher Attributes and Teacher Education Programmes in Hong Kong. This survey is the first of its kind and is in addition to the Institute's annual Graduate Employment Survey. It revealed that HKIEd graduates were most preferred by principals in the primary and early childhood sectors, when compared with graduates from other teacher education providers. The findings are backed up by the over 98% employment rate, or further study, among the 2005 Institute graduates, attesting to the effectiveness of our programmes in nurturing prospective educators with all-round attributes.
 

Introduction

IN HONG KONG, teacher education programmes catering for various levels of entry are offered by different providers. However, hitherto, there has been no formal study to systematically examine how the beginning teachers are perceived by the school sector.

In October 2005, the Hong Kong Institute of Education (HKIEd) commissioned the Quality Evaluation Centre of the City University of Hong Kong to conduct a survey - The Independent Survey on Teacher Attributes and Teacher Education Programmes in Hong Kong. The aims of this study, which is believed to be the first of its kind, were to investigate the key attributes that school principals expect of teachers in Hong Kong’s primary schools, kindergartens and child-care centres (*Note 1), and to examine their satisfaction levels with the teachers they employed from the various teacher education programmes.

* Note 1: The survey did not cover the secondary sector as HKIEd has so far only two cohorts of degree-level graduates for the sector.
The Power of Works First Inter-varsity English Speaking and Debating Competition (Nanjing Normal University vs HKIEd) Dr Jasmine Luk Lecturer, Department of English 3-3-4 Education Reform