Abstract
This paper reviews the school–family partnership in Hong Kong in the past decade. The typology of Epstein’s six types of partnership is adopted as the analytical framework. The results show that there has been an increase in shared experience in school education among various stakeholders. Schools have become more convinced that they have a role to play in various types of partnership. Home–school contacts have become more informal and two-way. Teachers have been changing their views of how capable are parents in supporting the school. However, the increase in communication does not seem to focus on children’s learning. The relationship of the school-sponsoring bodies and the Government was hampered in the exercise of widening the governance structure. Hong Kong parents mainly serve as supporters of their children at home in the past. They have now also become customers, and to some extent learners, volunteers and managers in school education.
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Pang, Iw. School–Family–Community Partnership in Hong Kong – Perspectives and Challenges. Educ Res Policy Prac 3, 109–125 (2004). https://doi.org/10.1007/s10671-004-5556-7
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DOI: https://doi.org/10.1007/s10671-004-5556-7