As a former colony of Portugal, Macao has experienced slack control on education, which resulted in the diversity in it today. After its return to Chinese sovereignty in 1999, educational legislations and subsidies have been gradually introduced to schools in an attempt to subject the system to a more public and centralized form of control. This study examines the effectiveness of the Education Development Fund, one of the major subsides offering to schools in Macao SAR, in term of exercising the influences of the educational administrator. In order to identify the expectations of educational administrator, content analysis of the regulations listed in the aforementioned subsidies, from the academic year 2012/2013 to 2015/2016, was conducted. The numbers of applications for such expectations in those 4 academic years are also computed to investigate the correlations of them. The findings show that the educational administrator indicates its expectations through the terminology “Key Funding Items” but the number of applications shows no alignment in the interests of the schools. Therefore, it can be concluded that the Education Development Fund does not influence much on the decisions of the schools and therefore can hardly be constituted as an effective policy mechanism. Others means to enhance the effectiveness of the educational policies should be further discussed and introduced for the unique context of Macao SAR.
U Kei Ho, University of Saint Joseph, Macau
Stream: LEARNING AND TEACHING IN COMMUNITY SPACES; Education and post-colonialism
This paper is part of the ACE2016 Conference Proceedings (View)
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