This study aims at finding out values in the curriculum of formal schooling and private tutoring in China’s context. Value is an important component of education. As schools’ values have great influence on students’ developing values, it is significant to study values experienced by students in both formal schooling and private tutoring. The present study adopts a qualitative research method with case studies of two secondary students who go to both public formal schools at weekdays and private tutorial institutes at weekends in Guangzhou, China. Data collection consists of documents and interviews. The present study identifies and analyzes stated values in the curriculum of both formal schooling and private tutoring and values perceived by students. Comparison between these two educational systems is drawn. Also, comparison between stated values and perceived values are being made. Distinctive differences in values between formal schooling and private tutoring are identified as collectivism vs. individualism, curriculum for moral education vs. nil curriculum for moral education, and non-consumerism vs. consumerism. The two systems also share similar values such as quality and efficiency on teaching and learning and success on scores. There are some gaps between what educational institutes claim and what students perceive in practice. They are all-round development vs. all-subject development on exam success, student-centre development vs. economic efficiency and aspirations in life vs. success in realistic world. The findings suggest a need to rethink the educational aims in an era of transformation in China. / published_or_final_version / Education / Master / Master of Education

Conceivably there has never been a better time to talk about character and moral education than now, especially in light of the critical need to better serve our society, our nation, and our world. The development of any society or nation is measured on its moral values, and this study explores the values acquisition in a school. It attempts to answer the question: What values have students acquired from their schooling experiences, and what are elements of the school that had contributed to this process? This study aims to add to the fuller picture of values education in Hong Kong through a thick description of the culture of a local secondary school named Wah Yan College, Kowloon (WYK). To unearth the intricacies of student beliefs and practices, I have stayed in the field for a year to gain "native experience" of life at WYK. The direct contact and discussions with students and alumni had enabled me to untangle the web surrounding the meanings students attach to values as a concept. Through observation of the school life at the case school, I began to appreciate how students negotiate these meanings. The purpose of this study was to capture the unique world of a school, hence a variety of methods including interviews, observation, and document analysis were adopted. Values are acquired by students in a variety of ways at WYK. Students do not only learn in the classroom, but also beyond their classrooms through non-study activities, where they are encouraged, or even required, to make decisions on their own, with no repercussions. There are more than ninety student clubs and societies at WYK, which provide students opportunities to develop wide interests, activities and responsibilities, as well as their knowledge and skills, via their experiences in these non-study activities. This liberal way of values teaching enables students to become autonomous learners in learning a set of values rather than being a passive recipient of the values taught in school. Moreover, spending their formative years at WYK, students are cultivated with a sense of identity among themselves. A tradition is formed this way, special to WYK, from generation to generation. Values that are core to this family are not easily lost, even after students graduate. The characteristics of WYK habitus included: holism, consistency, and continuity. The values WYK upheld, and subsequently taught to and acquired by its students were conducted in a holistic fashion via different "subsequent experiences" - in the forms of lessons, gatherings and extra-curricular activities. This process of value acquisition through the activities and experiences of everyday life at WYK serves as a living example of habitus. While it followed the same pattern of many other habitus, one cannot expect the case of WYK to be replicated overnight. The elements of its habitus can be identified and the model be re-produced. They can be used by schools and educators alike who would like to breed the kinds of values they prefer. / published_or_final_version / Education / Doctoral / Doctor of Philosophy

The exploratory study examines how different stakeholders, namely the authority, teachers and students, understand values education in Liberal Studies as a core subject in Hong Kong Diploma of Secondary Education Examination. Qualitative research method is mainly employed to collect data from the stakeholders. A number of issues are discussed, like the subjectivity and types of values, ways of studying values, the importance of values education in the subject, the effectiveness of learning activities and assessment. It has been found that the linear mode of authority-teacher communication and teacher-student communication have an impact on the practical implementation of values education in the subject. Time constraints, the dominant influence of the media and the misconception that values are unimportant in the public examination are perceived as major difficulties of implementing values education. The negative orientation of using multiple perspectives, the low profile of values in examinations, stakeholders’ depreciation of values and indoctrination agenda greatly undermine the credibility of the public examination. Moreover, the design of the marking scheme cultivates negative meta-values. To boost the public acceptance of the subject, suggestions have been made on how stakeholders should communicate better with one another and how assessments should be adapted so as to allay the public’s fear of unfairness. The authority should convey to stakeholders in specific terms that values education is an integral component in the curriculum. A comprehensive list of various kinds of values should be published for stakeholders to conduct holistic values review. The marking scheme should be designed after a markers’ meeting in such a way that it consists of clear guidelines and yet nonrestrictive content. / published_or_final_version / Education / Master / Master of Education

The question of morality related to adolescents now seems to be a thorny issue which gets into those in authority in South Africa. So far, nobody denies that the moral fibre in live of people is deteriorating at all age levels. The adolescents are probably most vulnerable. Various research projects, obviously have been conducted in relation to morality, however, serious problems are still experienced with regard to the perception of morality by adolescents. Consequently, the aim of this research is to explore and describe how adolescents perceive morality, and to draw guidelines which will be used by educators to assist adolescents in their moral development. This research can therefore contribute in helping the adolescents acquire the knowledge of factors that affect their perception of morality. This will help them not to be a menace to society. An explorative, descriptive, contextual and qualitative design was followed to conduct this research. A purposive sample was used and the young people had to satisfy specific criteria pertaining to being adolescents. Focus group interviews were conducted. Adolescents between fourteen and eighteen years of age participated. After the interviews had been recorded on audiotape and were transcribed, Tech’s method of data analysis was followed to analyze the data and ensure that trustworthiness is maintained. The results brought the following themes to light: • Expression of adolescents’ perception of morality • Morality versus immorality • Crime • Parents identified as neglecting and abusive • Adolescents expressed concern that their parents’ perception of certain aspects of life is not acceptable. It is evident that the conduct of adolescents is determined their perceptions of morality. As a result it is hoped that if due acknowledgement is made that educators and parents need to give proper guidance to adolescents about moral principles, harmonious interaction will prevail in both the home and the school. / Prof. C.P.H Myburgh

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

This research investigated the teacher beliefs and the important aspects of value education in relation to the New Senior Secondary Liberal Studies (NSS LS) curriculum in Hong Kong. The NSS LS curriculum was first introduced to schools in the academic year 20092010. It emphasises the cultivation of knowledge, skills, and attitudes. Therefore, it is suggested that value education should be an important element in this new core senior secondary curriculum. The focus of this study is to explore the beliefs which are held by the NSS LS teachers in value education and to identify the important aspects of value education in practice accordingly. The findings suggested that value education in relation to NSS LS is a common concern of teachers, and it is expressed as two themes: ‘moral standard’ and ‘critical thinking’. It was found that if ‘moral standard’ is the focal concern for teachers, ‘value instruction’ may become the main teaching strategy and ‘biased selection of experience’ may inform pedagogy. On the contrary, if ‘critical thinking’ is the focal concern for teachers, ‘value clarification’ and ‘providing alternatives for students to experience’ may become the main melodies in their teaching. In addition, ‘programmability’ and ‘role of emotions’ are the important aspects in which NSS LS teachers differ in their views of value education. Based on the analysis and findings of this qualitative study, some implications for future research are discussed. It is hoped that this study may provide some insights for those educationalists who are interested in this area of study. / published_or_final_version / Education / Master / Master of Education