Fostering Career and Life Development of Secondary School Students Through Effective School Self-Evaluation Mechanism


OCED (Mann, Denis & Percy, 2020) reported that in the survey of PISA (2018) 15 year-old students in OECD countries participate in career and life development (CLD) activities were relatively low (average 46%) and Hong Kong was merely 27%. An effective self-evaluation mechanism, as an important part of the quality assurance process, could support ongoing development of schools for quality education in helping students better prepare for their (Looney & Grainger Clemson, 2018). Hong Kong Benchmark for Career and Life Development (HKBM) which aims at fostering whole school approach quality CLD provisions to students (Holman & Stephen, 2020), enables school to review holistically its CLD provisions and identify directions for improvement according to the school contexts and the needs of students. The aim of the study is to evaluate the efficacy of adopting HKBM as the self-evaluation mechanism under the leadership of senior management in fostering schools’ CLD provisions and thus participation of students in CLD related activities. Data were collected from 18 schools adopting HKBM as the self-evaluation mechanism to enhance their CLD provisions. Results found that students from the 18 schools (N=2247) their participation rate in CLD activities was increased even in the COVID era from 23% in 2021 to 47% in 2023, while the control group was tremendously decreased in the period. The finding suggested that an holistic approach of self-evaluation mechanism could effectively enhance school improvement strategically in CLD education. The research could provide useful insights to OECD countries in enhancing students’ participation in CLD activities.

Author Information
Ellie Cheung, The Education University of Hong Kong, Hong Kong
Stephen Yip, The Education University of Hong Kong, Hong Kong

Paper Information
Conference: ACE2023
Stream: Educational policy

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Posted by James Alexander Gordon