REPORT ON THE HUMAN RIGHTS AUDIT OF CHINESE INTERNATIONAL SCHOOL

CHINESE INTERNATIONAL SCHOOL HUMAN RIGHTS GROUP JUNE 2010

CONTENTS
Contents ........................................................................................................................................................................ 2 Introduction ................................................................................................................................................................... 3 Methodology ......................................................................................................................................................... 3 Limitations ............................................................................................................................................................. 3 Structure of report ................................................................................................................................................. 4 OverviewHighs and Lows ................................................................................................................................... 4 Overall cross-cutting recommendations ............................................................................................................... 5 The Audit ....................................................................................................................................................................... 7 1. All students receive equal information and encouragement about academic and career opportunities. (Art. 2) ............................................................................................................................................................................ 7 2. Members of the school community are not discriminated against because of their lifestyle choices, such as manner of dress, associating with certain people, and non-school activities (art. 2 & 16) ................................... 9 3. CIS provides equal access to resources, activities, and scheduling accommodations for all students. (Art. 2 & 7) .......................................................................................................................................................................... 11 4. Members of CIS will oppose discriminatory or demeaning actions, materials, or slurs in the school. (Art. 2, 3, 7, 28, & 29) .......................................................................................................................................................... 13 5. When someone demeans or violates the rights of another person, the violator is helped to learn how to change his/her behavior. (Art. 26) ....................................................................................................................... 15 6. Members of the CIS community care about my full human as well as academic development and try to help me when I am in need. (Art. 3, 22, 26 & 29) ........................................................................................................ 17 7. When conflicts arise, we try to resolve them through non- violent and collaborative ways. (Art. 3, 28) ....... 19 8. Pastoral policies and procedures are implemented when complaints of harassment or discrimination are submitted. (Art. 3 & 7) ......................................................................................................................................... 21 9. In matters related to discipline (including suspension and expulsion), all persons are assured of fair, impartial treatment in the determination of guilt and assignment of punishment. (Art. 6, 7, 8, 9 & 10) .......... 23 10. No one in CIS is subject to degrading treatment or punishment. (Art. 5) ..................................................... 25 11. Someone accused of wrong-doing is presumed innocent until proven guilty. (Art. 11) ............................... 27 12. My personal space and possessions are respected. (Art. 12 & 17) ............................................................... 29 13. The CIS community welcomes students, teachers, administrators, and staff from diverse backgrounds, including socio-economic and cultural backgrounds. (Art. 2, 6,13, 14 & 15) ..................................................... 31 14. I have the liberty to express my beliefs and ideas (political, religious, cultural or other) without fear of discrimination. (Art. 19) ....................................................................................................................................... 34 15. Members of CIS can produce and disseminate publications without fear of censorship or punishment. (Art. 19) ........................................................................................................................................................................ 36 16. Diverse voices and perspectives (e.g. gender, race/ethnicity, ideological) are represented in courses, textbooks, assemblies, libraries, and classroom instruction. (Art. 2, 19, & 27) ................................................ 39 17. Members of CIS have the opportunity to participate (individually and through associations) in democratic decision-making processes to develop school policies and rules. (Art. 20, 21, & 23) ........................................ 42 18. Members of CIS have the right to form associations within the school to advocate for their rights or the rights of others. (Art. 19, 20, & 23) ..................................................................................................................... 45 19. Members of the CIS community work reasonable hours under fair work conditions. .................................. 47 20. I take responsibility in CIS to ensure other individuals do not discriminate and that they behave in ways that promote the safety and well being of the CIS community. (Art. 1 & 29) .................................................... 51 Appendices .................................................................................................................................................................. 53 Appendix 1: Taking the Human Rights Temperature of Chinese International School ....................................... 54 Appendix 2- Survey Results: Student response ................................................................................................... 59 Appendix 3: The Universal Declaration of Human Rights .................................................................................... 89

INTRODUCTION
From January to June 2010, the CIS Human Rights Group conducted an audit of Chinese International School (CIS). The following report is the result of the audit. The audit was based on the internationally recognized instrument, Taking the Human Rights Temperature (http://www.hrusa.org/hrmaterials/temperature/default.shtm). The CIS Human Rights Group slightly adapted the instrument to better suit the circumstances of CIS. (See appendix for adaptation.) Taking the Human Rights Temperature is a standard instrument employed by the Human Rights Friendly Schools movement, an initiative of Amnesty International and secondary schools all over the world committed to promoting human rights and making their schools human rights friendly. In turn, the Human Rights Temperature is based on the Universal Declaration of Human Rights (UDHR). As such, it is firmly anchored in international law. Therefore, it represents not only moral but also internationally-agreed legal norms. All countries and territories which have signed and ratified these legally-binding international human rights instruments, as well as their citizens and institutions, are required by law to comply with them. Both the International Covenant of Civil and Political Rights and the International Covenant of Economic, Social and Cultural Rightsthe two main legallybinding treaties resultant from UDHRare in force in Hong Kong, according to Article 39 of the Basic Law. But human rights are not just a matter of law but also of culture, and the purpose of the CIS Human Rights Group in conducting the audit was to collect information about and views of the current state of human rights at CIS in order to promote the most rights-respecting school community possible. While in some respects, this might entail following the letter of the law, in many others, it is to a large extent a matter of creating an environment in which the rights and freedoms of all members of the community are respected. Such an environment is conducive both to greater well-being of all members of the community and to the improvement of the school as an educational institution. In a school, this is especially important as it provides a practical education in human rights and democracy, key elements of civic education, helping young people to become active, responsible citizens who play a constructive role in realizing a more democratic, rights-respecting society.

METHODOLOGY
The report is based on three sources: 1) a survey conducted of CIS students and staff, 2) interviews conducted with individual students and staff members, and 3) information collected from other sources, including written policies and other documents. On the survey, respondents were asked to choose among the following five possible answers for each item: 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always (Please see the appendix for the complete survey.)

LIMITATIONS
Limited time, resources and access to timetabled CIS programs imposed limitations on the audit. 106 of some 720 secondary students were surveyed, and 33 of some 98 teachers. Dozens of students and staff were also interviewed. However, the survey was not conducted among cleaning, maintenance, office or security staff. Also, students that were surveyed and interviewed were primarily in Grades 10 to 12, which means the opinions of students in lower years may not have been fully represented. 3

However, while there are clear advantages to such an audit being conducted by a group independent of the administration, support of such a project by the administration would allow for better coverage and more thorough research. For more, see general recommendations below.

STRUCTURE OF REPORT
The report is structured according to items on the Human Rights Temperature, with recommendations are presented under each item. The number after each item refers to the article in the UDHR upon which it is based.

OVERVIEWHIGHS AND LOWS

Below, CIS is rated according to the twenty areas audited. The ratings are made according to survey and interview responses as well as other information. In many cases, the ratings closely align with the results of the survey and responses of interviewees. In other cases, they may not, as other information was found to contradict the perceptions of survey and interview respondents. Under some items, CIS rates quite highly in one aspect but lowly in another. These ratings are intended primarily to help CIS to focus on particular areas and prioritize efforts to improve. The three categories are high, mixed and low. Brief explanations follow some groups of items as well as some individual items, but for fuller explanations, refer to the full entries for the individual items below. High: Students receive equal information and encouragement about academic and career opportunities. Students have equal access, resources, activities, and scheduling accommodations for all individuals. Students and teachers personal space and possessions are respected.

Mixed: Members of the CIS community care about the full human as well as academic development of students and try to help students in need Members of the CIS community are not discriminated against because of their life style choices, such as manner of dress, associating with certain people, and non-school activities Members of the CIS community oppose discriminatory or demeaning actions, materials, or slurs in the school No one in CIS is subject to degrading treatment or punishment.

While in many respects, CIS rated quite highly in the above areas, it is also felt by many that more could be done by CIS to set and cultivate a tone that would help to create an even more accepting, tolerant environment. When someone demeans or violates the rights of another person, the violator is helped to learn how to change his/her behavior When conflicts arise, we try to resolve them through non- violent and collaborative ways Pastoral policies and procedures are implemented when complaints of harassment or discrimination are submitted. In matters related to discipline (including suspension and expulsion), all persons are assured of fair, impartial treatment in the determination of guilt and assignment of punishment. Someone accused of wrong-doing is presumed innocent until proven guilty. 4

In many of the above cases, there are formal policies and procedures in place to address the problems, but perceptions exist that the policies and procedures are not always implemented with consistency or impartiality. In particular, there are perceptions that favoritism exists based on a students academic reputation and/or on the socio-economic status of the students family. The report does not attempt to assess the accuracy of these perceptions, but it is revealing that such perceptions are pervasive and persistent. Members of CIS have the right to form associations within the school to advocate for their rights or the rights of others. (Art. 19, 20, & 23) Diverse voices and perspectives (e.g. gender, race/ethnicity, ideological) are represented in courses, textbooks, assemblies, libraries, and classroom instruction. (Although diversity is represented in CIS, it appears largely to be the result of individual teachers and students working in their individual capacities, as opposed to an overall or coherent policy or code of conduct on the part of the school and community as a whole. I take responsibility in CIS to ensure other individuals do not discriminate and that they behave in ways that promote the safety and well being of the CIS community. Low: Members of CIS can produce and disseminate publications without fear of censorship or punishment. Members of CIS have the opportunity to participate (individually and through associations) in democratic decision-making processes to develop school policies and rules. The CIS community welcomes students, teachers, administrators, and staff from diverse backgrounds, including socio-economic and cultural backgrounds. Members of the CIS community work reasonable hours under fair work conditions.

In many respects, CIS rates quite highly in this area. Teachers appear to be generally satisfied with their hours and conditions. While somewhat less satisfied than teachers, maintenance and cleaning staff also reported a fair degree of satisfaction. Students have concerns about overwork and unbalanced homework schedules, but it appears that the school is aware of these concerns and attempting to address them. However, the long work hours and few days off for security guards is a grave matter that should be addressed with urgency.

OVERALL CROSS-CUTTING RECOMMENDATIONS

The following are general recommendations that do not pertain to specific items in the audit. Recommendations pertaining to individual items can be found in the entries for those items below. CIS should regularly undertake an audit of this sort. While there are clear advantages to such an audit being carried out by a group independent of school leadership, such as the CIS Human Rights Group, the audit is a major undertaking and deserves the support of the school community, which would allow for better coverage and 5

more thorough research. Such support might take the form of reserving two Choices sessions or one Learning Enrichment session to filling out and discussing the survey and reserving one Staff Meeting or Collaborative Planning session for the same. involve both students and staff more fully in both the identification of rights-related problems and finding solutions to identified problems. Not only will this take some of the pressure of school leadership to do so and reduce the isolation of school leadership from staff and students, and not only will it help to identify and address problems, but will also promote a culture in which each member of the community feels responsible for addressing the problems. educate both students and staff about their rights. In the case of students, involve students such as those in the CIS Human Rights Group and others in the efforts. To a great extent, students will be more receptive to the efforts of fellow students to discuss human rights than to those of staff. Again, as above, Choices, Learning Enrichment, Staff Meeting and Collaborative Planning appear the most likely points of entry in the current timetable, though integration of education about rights should also be an aim of classroom teaching. set and continually cultivate a tone of respect for the rights of all members of the community in order to promote the well-being of the community and individuals and respect for human dignity. This is also important to preventively address problems of discrimination, demeaning treatment, harassment and bullying. This is an on-going process that must be persistently and consistently undertaken. It cannot be done once and then forgotten. Nor is it simply a matter of formulation and publication of policy but of constant and consistent implementation that requires the cooperation and participation of all members of the community. While in many respects, CIS is a community in which the majority of individuals most of the time feel safe, secure and respected as well as protected from discrimination, demeaning treatment, harassment, it is important to avoid complacency.

THE AUDIT
1. ALL STUDENTS RECEIVE EQUAL INFORMATIO N AND ENCOURAGEMENT ABOUT ACADEMIC AND CAREER OPPORTUNITIES. (ART. 2)
Ensuring that all students receive equal opportunities and encouragement is integral to ensuring the schools fairness, integrity and students rights. Currently, students all receive help and consultation from the university guidance office, and the career counselor is also available to everyone.

SURVEY RESULTS:
53 % of the 33 teachers respond that the school frequently provides equal information and encouragement about academic and career opportunities. 39% feel that the school sometimes does so and 8% think that the school always does. 50% of 108 students feel that the school frequently provides equal academic information and opportunities, 33% think sometimes, and 11% think always. 6% think that students rarely receive equal information and encouragement, and 1% feel that students never receive equal information and encouragement. Teacher Response
1. All students receive equal information and 0% encouragement about academic and career 0% opportunities. (Art. 2)
8%

39%

1 2 3 4 5 53%

Student response

1. All students receive equal information and encouragement about academic and career opportunities. (Art. 2) 1% 6%
11%

1 32% 2 3 4 5 50%

Overall response:

OBSERVATIONS:
It was noted by both students and staff members of the University Counseling Office that generally students receive equal access to information and encouragement. Some students complain about lack of freedom of choice in determining their IBDP subjects, stating that they are told they cannot take some subjects, in their own best interest. The staff response to this complaint is that it is the responsibility of the staff to tell all students if they are not ready for or cannot succeed in a given subject.

RECOMMENDATIONS:
There are no substantial recommendations for the school in this regard, except that CIS maintains the good state of availability of all opportunities for students.

2. MEMBERS OF THE SCHOOL COMMUNITY ARE NOT DISCRIMINATED AGAINST BECAUSE OF THEIR LIFESTYLE CHOICES, SUCH AS MANNER OF DRESS, ASSOCIATING WITH CERTAIN PEOPLE, AND NON-SCHOOL ACTIVITIES (ART. 2 & 16)
CIS has a fairly liberal stance on issues such as hair dye, piercings and tattoos compared to other schools in Hong Kong. A uniform is required from reception to Y11, and usually unnatural hair colors, piercings and tattoo that are not offensive are permitted.

SURVEY RESPONSE:
44% of teachers think that members of the school community are frequently not discriminated against, 25% always not, 17% sometimes not, 11% rarely not and 3% never not. 43% of students think that members of the school community are frequently not discriminated against, 7% always not, 31% sometimes, 16% rarely not and 3% never not. Teacher response

2. Members of the school community are not discriminated against because of their life style choices, such as manner of dress, associating with certain people, and non-school activities. (Art. 2 & 16) 3%
11% 25%

1 17% 2 3 4 5

44%

Student response

2. Members of the school community are not discriminated against because of their life style choices, such as manner of dress, associating with certain people, and non-school activities. 7% (Art. 2 & 16) 3%
16%

1 2 3 43% 31% 4 5

Overall Response 9

INTERVIEWS AND ISSUES RAISED WITH STUDENTS:

Y10 student: I feel that the uniform is good because it promotes school spirit and I dont have a problem not being able to wear what I want. I dont think that people with tattoos, unnatural hair colors or piercings are discriminated against because I feel that all my classmates and teachers are very tolerant. Y11 student: Discrimination does not come in the form of public condemnation and humiliation but often there is invisible pressure for some individuals from their peers or teachers because they are viewed differently by what they have done with their bodies.

OBSERVATIONS:
One of the two students interviewed felt that people with tattoos, unnatural hair colors or piercings arent discriminated against. For teachers, usage of Facebook and other internet socializing services must be discrete, teachers need a separate account on these networks for student. Some staff speak of what they consider limited understanding, tolerance, and promotion of difference. Indeed, they say there are many subtle pressures for both students and teachers to conform. The result of this is a dampening of self-expression and a deadening conformity.

RECOMMENDATIONS:
Promote understanding and celebration of difference through invitation to guests from various backgrounds who can explain to students and staff their lives and views. Emphasize individual expression rather than conformity

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3. CIS PROVIDES EQUAL ACCESS TO RESOURCES, ACTIVITIES, AND SCHEDULING ACCOMMODATIONS FOR ALL STUDENTS. (ART. 2 & 7)
At CIS there are a variety of activities in which all students are in theory equally encouraged to participate, with school recourses intended to be shared equally among all students.

SURVEY RESPONSE:
74% of students agree entirely or mostly with the statement. While it is encouraging that a majority of students feel that they have equal access to resources, there is still a sizeable minority that feel they or others in the school are at least sometimes denied full access to school activities and resources compared to other students. 41% of the teachers felt that all individuals are provided with equal access, resources, activities and scheduling accommodations always, 29% frequently, 14 percent sometimes, and 6 percent rarely. 48% of students felt they received equal opportunities and resources frequently, 26% always, 22 % sometimes, 3 percent rarely, and 1 percent never. Student response:

Teacher response:

11

Overall response:

OBSERVATIONS:
One student complained that there was an activity that the student found very difficult to attend due to having tutors on the day, even though the majority of the group wanted the date changed. Teachers in turn claim to have schedules of their own, and say that students are welcome to negotiate the date of the activity. Students are generally happy with the equal access to computer workplaces on the 7th floor and 8th floors, as well as the laptops available in the library. Some students who do not own or are unwilling to bring to school an up-to-date laptop are, however, wary of the possible policy of having 'one laptop per person' that may be implemented in the future. Y10: I feel that my peers and I get the same amount of attention, resources and so on. I do not feel there is any unfairness in this respect. Y12: I feel that sometimes, certain competitive activities are exclusive and excludes some individuals within the community. Academic competitions and opportunities and some activities do not include everyone. Some subjects receive less schedule time than others.

RECOMMENDATIONS:
CIS should make clear that students can and should democratically decide the date on which a given activity should be held. CIS should reconsider the policy of having to bring one laptop per student. CIS should ensure there is an open trial for every competitive activity. 12

4. MEMBERS OF CIS WILL OPPOSE DISCRIMINATORY OR DEMEANING ACTIONS, MATERIALS, OR SLURS IN THE SCHOOL. (ART. 2, 3, 7, 28, & 29)
The CIS Pastoral Office strongly opposes any form of bullying, which is taken to include expressing discriminatory and demeaning actions, materials or slurs towards teachers and students at CIS. However, in practice, many discriminatory and demeaning actions or statements are made that go unnoticed by school staff.

SURVEY RESPONSE
Student response

Teacher response

13

Overall response

OBSERVATIONS:
Only 53% of students fully or mostly agree with the statement that members of CIS will oppose demeaning actions. In student interviews, the widespread view emerges that though CIS staff almost always oppose both implicitly and explicitly discriminatory actions, students often do neither. Many students believe that discriminatory or demeaning actions and statements about racial, gender and sexual orientation and other forms of discrimination occasionally occur and are directed toward intentionally insulting other students and teachers. More often than explicit discriminatory actions, all students report that members of CIS rarely oppose or even realize implicit, subtle discrimination. A common example given is the widespread use of the word gay as a term of criticism or insult. Several members of the community mention that homophobia is a specific form of discrimination they would like to see more assertively addressed.

RECOMMENDATIONS:
More actively and frequently communicate to the community its stated position on discrimination Integrate education against discrimination more fully into its curriculum, its current Choices program being perhaps the best opportunity to do so, including in particular dealing with issues of race, gender and sexual orientation, inviting speakers from groups that face discrimination in Hong Kong, and discussing both overt and more subtle and implicit forms of discrimination Ensure that students understand that it is as much their responsibility to address discriminatory and demeaning actions and speech as it is that of the staff, and provide training to students in how to effectively address them

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5. WHEN SOMEONE DEMEANS OR VIOLATES THE RIGHTS OF ANOTHER PERSON, THE VIOLATOR IS HELPED TO LEARN HOW TO CHANGE HIS/HER BEHAVIOR. (ART. 26)
The CIS Pastoral Office's policy on bullying is designed to change the bully's behavior so that repeated acts of bullying can be avoided. However, most students are skeptical about the efficacy of the policy, with only 41% students believing that the above statement is fully or mostly true.

SURVEY RESPONSE
Student response

Teacher response

15

Overall response

OBSERVATIONS:
Some students believe that the violator is simply condemned instead of taught to change his/her behavior. There are differing opinions about the severity of the problem and what to do about it. Some think that bullying is not dealt with harshly enough, whereas others state that violators of other people's rights are condemned too harshly and not helped to change. There is agreement that not enough emphasis is placed on helping the violator in the long-term. Some students say that students seldom report bullying or harassment to the Pastoral Office and that most bullying and harassment go unreported. The violator can therefore get the impression that s/he will not be held accountable for her/his behavior or even that such behavior is acceptable. Some students suggest that the prevalence of bullying and harassment is greater in the lower years of the secondary school and ascribe this to a lower understanding among students in the lower years of their harmful effects

RECOMMENDATIONS:
Ensure awareness and understanding of its policy not only through its publication in the school diary but more actively through discussions in appropriate fora Proactively address the issue through featuring it in the Choices program Involve older students as positive role models in addressing younger students since it appears that younger students are more apt to bully and harass and might be better convinced of the gravity of such behavior by older counterparts than by staff Ensure that the rights of both plaintiff and violator are protected in cases that are reported to the Pastoral Office Deal with the violator as someone who needs support in addressing and improving her/his behavior, including provision of consistent follow-up 16

6. MEMBERS OF THE CIS COMMUNITY CARE ABOUT MY FULL HUMAN AS WELL AS ACADEMIC DEVELOPMENT AND TRY TO HELP ME WHEN I AM IN NEED. (ART. 3, 22, 26 & 29)
While it can be argued that the primary focus of a school is the academic progress of its students, the school environment is also crucial in the fostering the development of other aspects of a students life through, for example, extracurricular activities and responsibilities outside of the classroom.

SURVEY RESPONSE:
Survey results show that 61% of student and teacher respondents believe that the CIS community always or frequently cares about their full human and academic development. 29% of respondents feel that this is only sometimes true, and the remaining 10% say that the CIS community rarely or never shows care. Student response

Teacher response

Overall response 17

OBSERVATIONS
Students feel that the amount of care and help provided by teachers varies markedly from teacher to teacher. Some are genuinely concerned about the students well-being while others do not care at all. Students discern a general pattern correlating length of time at CIS with amount of care shown to students, and length of stay at CIS with the generosity of care. There are however exceptions to that pattern. Some students believe whether or not they participate in activities outside of class should be their decision and responsibility, and teachers should not extracurricular participation into consideration when showing care to students. While it would be hard to square this view with the IB MYP and DP requirements regarding community, action and service, another way to phrase the comment might be that students should be more encouraged to participate in activities based on their own interest and enthusiasm rather than out of a sense of obligation or compulsion. Some students believe that teachers often show little regard for their full human development by assigning excessive homework. Some students believe that aspects of their lives outside of school are not recognized as important by CIS teachers

RECOMMENDATIONS:
Provide regular training to staff and opportunities for discussion among staff regarding pastoral care and helping students to balance different and often competing aspects of their lives. This training should emphasize that not only homeroom teachers and Pastoral Office staff are responsible for the overall human development of students but all teachers are. Better facilitate coordination and communication between teachers regarding amount of homework assigned and ensure a degree of balance between different subjects regarding amount of homework

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7. WHEN CONFLICTS ARISE, WE TRY TO RESOLVE THEM THROUGH NON- VIOLENT AND COLLABORATIVE WAYS. (ART. 3, 28)
Conflict is inevitable and in many cases to be welcomed as a catalyst of positive change. Recognizing, addressing and resolving conflicts and disputes through non-violent and collaborative ways is vital to maintaining a sense of safety and security in the CIS community as well as to fostering a dynamic environment that, rather than seeking to repress or avoid conflict is confident in its ability to deal with it effectively.

SURVEY RESPONSE
In general, the survey suggests that the CIS community is generally satisfied with the manner in which conflicts are resolved. 82% of student and teacher respondents think that conflicts are always or frequently resolved through non-violent and collaborative ways, 13% believe that this is sometimes the case, and 5% feel that this is rarely, or never, the case. Student response

Teacher response

19

Overall response

OBSERVATIONS
Interviews indicate that many students feel that resolution of the conflict is almost always in favor of the more powerful side of the dispute. Students feel that students with a better reputation among the teachers are able to get away with more, which puts their opposites at a disadvantage Students also believe that those with connections with people in high positions at the school, such as those with relations with members of the board, tend to receive preferential treatment. Power struggles and evidence of structural violence is prominent in many attempts to resolve disputes. Some teachers complained of a general conflict-averse culture at the school. Rather than having conflicts discussed and addressed openly, they are often avoided or addressed in hidden ways. They see this as closely related to the issue of lack of transparency and democracy in decision-making.

RECOMMENDATIONS:
Include student representatives to formulate and review of conflict resolution policy and involved students involved in conflicts to appoint other students to act as their companions and advocates in any formal processes. Among staff cultivate habits and practices that allow differences of opinion to be expressed and addressed openly; promote a culture of rational discussion of differences rather than one of obscuring or hiding them.

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8. PASTORAL POLICIES AND PROCEDURES ARE IMPLEMENTED WHEN COMPLAINTS OF HARASSMENT OR DISCRIMINATION ARE SUBMITTED. (ART. 3 & 7)
The Pastoral Office is an important part of preventing, punishing and reforming acts of harassment and discrimination at CIS. Whether this occurs when complaints are sent to the office will be investigated in this part of the audit.

SURVEY RESPONSE
Student response

Teacher response

21

Overall response

OBSERVATIONS
Only 20% of students say that the pastoral policies and procedures are always implemented when complaints of harassment or discrimination are submitted, while 33% say they sometimes are. This is likely due to the following: Students feel that pastoral policies are implemented with differed degrees of energy and efficiency, depending on the individual who submits the complaint and depending on the individual who is the subject of the complaint. Students feel that when investigating, the pastoral department takes sides depending on how well they know the student and on the reputation of the student complaining or being complained about. If the person submitting a claim has a bad reputation and s/he is submitting a claim about an individual with a good reputation, the complaint is dealt with differently than when an individual with a good reputation submits a claim about an individual with a bad reputation. Students believe that due to the relatively small size of pastoral committees in handling such matters (usually only the Head of Pastoral, Head of Year and occasionally homeroom teachers are consulted), bias can often creep in.

RECOMMENDATIONS:
aim for greater transparency of process. Pastoral policies are already made available to every student, an important and effective step towards transparency. Students involved in a formal complaint of harassment or discrimination should have the right to appointing one student and one adult advocate of their own choosing to accompany them through the process.

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9. IN MATTERS RELATED TO DISCIPLINE (INCLUDING SUSPENSION AND EXPULSION), ALL PERSONS ARE ASSURED OF FAIR, IMPARTIAL TREATMENT IN THE DETERMINATION OF GUILT AND ASSIGNMENT OF PUNISHMENT. (ART. 6, 7, 8, 9 & 10)
While final disciplinary decisions of the graver variety lie with the heads of school, the pastoral department often leads investigations into the determination of guilt and also contributes to the assignment and severity of punishments.

SURVEY RESPONSE
Only 17% of the student body feels that in matters related to discipline, all persons are assured of fair, impartial treatment in the determination of guilt and the assignment of punishment, and 30% say this is only sometimes the case. 42% of respondents say this is frequently the case, while 30% say this is only sometimes the case. Student response

Teacher response

23

Overall response

OBSERVATIONS:
Students feel that in the assignment of guilt, a student never has a clean slate. They believe that a past offense affects the determination of guilt no matter the irrelevance of the previous offense or the extent of their personal development in the aftermath of a previous offense. Students feel that in the assignment of guilt, depending on ones reputation, the staff member in charge of the investigation will prejudge in favor of innocent until proven guilty in the case of a student with a good reputation, or, in the case of those with past offenses or with a bad reputation, guilty until proven innocent. Students believe that there is not enough discourse between those in charge of deciding guilt and those suspected. They believe that there is no room for debate, discussion or explanation. Students believe the nature of assigned punishment is counter-productive. They believe rather than being reformatory or rehabilitory, the emphasis of punishment is on the punitive.

RECOMMENDATIONS:
As in the cases of formal procedures regarding conflict, harassment and discrimination, the rights of the students involved in disciplinary matters should be vigilantly protected. This should help to ensure fairness. A through review of pastoral punishments is in order. This review should consult the practices of other schools and take into consideration the goal of a punishment; that is ultimately to help rehabilitate the accused student. A student should have the option, during disciplinary hearings, to have an adult or fellow student accompany her/him. This would provide the accused with support and a witness. 24

10. NO ONE IN CIS IS SUBJECT TO DEGRADING TREATMENT OR PUNISHMENT. (ART. 5)

Degrading is defined here as treatment or punishment that lowers the dignity, self-worth, status, or intellectual character of the recipient. Students, teachers, and other staff (including office staff, maintenance and cleaning staff) are all part of the CIS community, and may be subject to degrading treatment from their peers or superiors.

SURVEY RESPONSE:
Overall, the majority of respondents to the survey found that the statement No one in CIS is subject to degrading treatment or punishment is entirely or mostly true. However, 16% of respondents thought that this was only sometimes the case, and 14% of respondents thought that the statement was rarely or never true. Teachers and students responded similarly. Student response

Teacher response

25

Overall response

OBSERVATIONS:
Students feel that although pastoral disciplinary policy and procedures are not degrading or humiliating, instances of degrading treatment of students by teachers can occur in the classroom. These incidents include comments or punishments that are intended to be humorous or are meant as a joke, but nevertheless affect students negatively and may be regarded as demeaning. Reported incidents include off-hand derogatory comments about race, ethnicity, religion, or lifestyle choices, or judgmental comments based on stereotypes (such as sexist remarks). These comments are not usually aimed directly at a particular student but still lower the self-worth of students affected by such comments. Degrading treatment by students of their own peers is also a cause for concern. However, many students feel that bullying is never completely avoidable in a school environment, and that degrading comments or insults by students are hard to police due to lack of initiative by students in reporting such incidents to teachers or pastoral staff. Several teachers reported either being subjected themselves to degrading treatment by superiors or having witnessed fellow teachers being subjected to such treatment by superiors. They perceive that there is little recourse in the event of such treatment, and they say that fellow teachers and other superiors are often reluctant to confront the offending party.

RECOMMENDATIONS:
Encourage teachers to use good judgement when it comes to speech on race, ethnicity, religion, lifestyle choices, and refrain from making sexist, homophobic, or otherwise derogatory or demeaning remarks. This may include professional development sessions that focus on such issues. Reinforce education, prevention, and appropriate discipline on the subject of bullying. 26

11. SOMEONE ACCUSED OF WRONG-DOING IS PRESUMED INNOCENT UNTIL PROVEN GUILTY. (ART. 11)
In the case of more serious offenses, the pastoral department is responsible for investigating the offense, and assigning punishments. Disciplinary procedure is typically systematic and regulated and also clearly articulated and published in the school diary. However, teachers may take a less formal, consistent approach in the classroom. While item 9 also touches upon implementation of pastoral procedures, this clause considers the assignment of blame by teachers in more informal situations, such as in the classroom.

SURVEY RESPONSE:
The majority of respondents believe that it is sometimes or often true that someone accused of wrong-doing is presumed innocent until proven guilty. 14% believe that it is always true, and 20% think that the statement is never or rarely true. Teachers have a much more positive response than students. Student response

Teacher response

27

Overall response

OBSERVATIONS:
Students generally believe that it is not always the case that someone accused of wrong-doing is presumed innocent until being proven guilty. Students have concerns that teachers are biased and tend to judge offenses based on the reputation of the student in question. Students report that teachers tend to deal with the same offense in a different manner if the offender has a bad reputation. Students feel that, in the classroom, teachers are more critical of students with a bad reputation than of students with a good reputation and are more likely to criticize or lay blame on bad students while ignoring offenses committed by good students. Students believe that some people have not been given consistently due process with regards to disciplinary procedure. However, students believe that for more serious or ambiguous offenses, adequate and thorough investigations are made by the pastoral team.

RECOMMENDATIONS:
CIS should hold review with teachers on a regular basis principles of classroom disciplinary action and encourage teachers to discuss among themselves appropriate ways of dealing with classroom behavior requiring disciplinary action.

28

12. MY PERSONAL SPACE AND POSSESSIONS ARE RESPECTED. (ART. 12 & 17)
Respecting the personal space and possessions of all members of the CIS community is crucial to establishing a safe and secure school environment, and CIS has implemented several policies in order to achieve this.

SURVEY RESULTS:
The survey reveals that 78% of students and teachers believe that personal space and possessions are always or frequently respected. 6% of students and teachers believe that personal space and possessions are rarely or never respected. All interviewees express satisfaction with the locker and surveillance systems as well as with the respect accorded personal space by students, teachers and staff members. Student response

Teacher response

29

Overall response

OBSERVATIONS:
Individual interviews indicate that theft is a problem, although quite a minor one. Students tend to leave belongings around school without surveillance, especially around the seventh floor or near the cafeteria, increasing the risk of theft. Students feel that although the school offers one locker per student, the location of lockers is sometimes inconvenient; therefore, they often choose not to place personal possessions in lockers. Many incidents of burglary were reported in interviews. For example, a student from Year 11 recently had her wallet stolen after leaving her bag near the cafeteria. Another case concerns the theft of a Year 11 student's iPod, again because she did not place her bag in her locker. Students feel that the theft of uniforms and stationery is almost a daily occurrence and is not addressed adequately by the school. Students feel that although the school has an appropriate policy against theft, sometimes the investigation process is not completed thoroughly, and the punishment can be more severe than appropriate. For example, three years ago, a Year 8 student was requested to leave the school after he took a fellow students wallet as a joke.

RECOMMENDATIONS:
Through homeroom, make students aware of the risk of theft, what can be done to prevent theft, and the gravity of the crime of theft on a regular basis. Allow students to choose the location of their lockers, so that they can choose a location that is most convenient to them. This will encourage students to more frequently store belongings in a secured area, thereby reducing the risk of theft. Ensure that punishments for theft are proportionate to the offense. 30

13. THE CIS COMMUNITY WELCOMES STUDENTS, TEACHERS, ADMINISTRATORS, AND STAFF FROM DIVERSE BACKGROUNDS, INCLUDING SOCIO-ECONOMIC AND CULTURAL BACKGROUNDS. (ART. 2, 6,13, 14 & 15)
As an international school, CIS is more diverse than most local Hong Kong schools. While CIS has staff and students from a diversity of backgrounds, it has few policies to encourage diversity. Among both staff and students, however, there appears to be some complacency in regard to the issue of diversity.

SURVEY RESPONSE:
In response to the survey, 68% of students and staff believe that CIS welcomes students, teachers, administrators, and staff from diverse backgrounds. 27% of students believe that CIS sometimes welcomes a diversity of students and staff from different backgrounds. Student response

Teacher response

31

Overall response

OBSERVATIONS:
Interviews reveal a general concern among students and teachers about the predominance of Caucasian staff members in the pastoral team and in the leadership team. Students feel that CIS does not welcome students of diverse socio-economic backgrounds. Almost all current students' parents are capable of paying tuition without financial aid or scholarships. It is also evident that most current students' families come from the upper-middle and upper classes of Hong Kong. Students feel that although the school offers the possibility of applying for a scholarship and/or financial aid to all those interested, the possibility of actually being awarded a scholarship or financial aid is extremely rare. For example, currently, only one student in Year 11 receives financial aid. Students feel that scholarship and financial aid are currently exclusively offered to academically excellent students rather than to those with talent in sports or in the arts. Some teachers note that there is no explicit recruitment policy to diversify the staff. While they regard the CIS faculty as generally friendly and accepting, they say an Anglo culture dominates. Some teachers also find that a significant number of teachers are ignorant of and uninterested in Hong Kong and Chinese culture, history and society, and this is disadvantageous in a school called Chinese International School.

RECOMMENDATIONS:
Prioritize increasing socio-economic diversity by articulating a goal of admitting candidates based solely on merit rather than on ability to pay tuition. The strategy to achieve this goal should include benchmarks to chart progress. The school can follow the scholarship and financial aid program of other G20 schools. For example, Phillips Academy, Andover offers an extensive scholarship and financial aid program in order to admit students without regard to a family's ability to pay tuition. In 2009-2010, 44% of Andover's student body receives financial aid, and 32

12% of the student body received full scholarships. Moreover, Andover's scholarship and financial aid program is supported through the generosity of alumni, parents and friends of the Academy. Articulate a faculty recruitment policy that encourages diversity and a strategy that includes diversifying ways of means of searching for new faculty. More highly prioritize diversity in the filling of vacant leadership positions. Offer a more well-rounded scholarship program, which includes art scholarships and sport scholarships. Again, the school can refer to scholarship and financial aid programs from other G20 schools. For example, Sevenoaks School offers academic, music, sport, drama and art scholarships. The Findlay Scholarship is offered at Sevenoaks to a pupil who is outstanding in a sport and is applying for a sixth form day place.

33

14. I HAVE THE LIBERTY TO EXPRESS MY BELIEFS AND IDEAS (POLITICAL, RELIGIOUS, CULTURAL OR OTHER) WITHOUT FEAR OF DISCRIMINATION. (ART. 19)
CIS mission statement encourages students to be respectful of other views, beliefs and cultures, and there are also pastoral and disciplinary procedures against discrimination of religion, culture and sexual orientation. This part of the audit will investigate just how effective these procedures are in creating a safe environment where students feel free to express their beliefs and ideas without fear of discrimination.

SURVEY RESPONSE:
44% of all respondents to the survey said that they agreed with the statement often / frequently, and 20% of respondents said that they always agreed with the statement. 27% of respondents agreed sometimes, 7% agreed rarely, and 3% replied never. Student response

Teacher response

34

Overall response

OBSERVATIONS:
Interviews indicate that students feel that they do have the liberty to express their religious views, and that religious beliefs are rarely discriminated against Students feel that most of their beliefs and ideas can be expressed safely in the school environment, and although controversial conversations can spark argument and debate, direct discrimination and harassment is unlikely Nonetheless, students still feel that the CIS community still does not easily accept certain beliefs and lifestyle choices, in particular those of LGBTQ people. Students feel limited in their expression of critical views against the school, and are afraid of discrimination or prejudice from teachers if they launch a complaint against them to the school administration. In general, students feel that the school community is not overtly discriminatory, yet subtle hate speech or slurs remains a serious issue.

RECOMMENDATIONS
Further education in accepting diversity in beliefs and views that can be included in Enrichment time or CHOICES sessions would be beneficial to the CIS community. Open discussions of ones personal beliefs in a safe environment will expose students to differing views of their peers, and teach them that varying opinions should not be a source of conflict, but a chance to understand another persons point of view.

35

15. MEMBERS OF CIS CAN PRODUCE AND DISSEMINATE PUBLICATIONS WITHOUT FEAR OF CENSORSHIP OR PUNISHMENT. (ART. 19)
Publications here are understood in the wide sense of not only magazines or newspapers but also other forms of public expression including posters produced by student groups, advertisements for bake sales, dress casual days, events, and postings on Moongate. Whilst teachers may disseminate material they themselves create, this is mostly in the form of in-class or activity handouts; however, the informative nature of such material and the lack of oversight by other members of staff mean that this section of the audit will focus rather on student publications.

SURVEY RESPONSE:
The survey indicates that, on the whole, opinion differs quite widely. 48% of all surveyed found that it is always or frequently the case that members of the CIS community can disseminate material without fear of censorship or punishment, whilst of the remaining 52%, 24% believe that this is rarely or never the case. 22% of teachers and 24% of students believe that the schools treatment of dissemination of publications far from satisfactory. In the category with the most student-teacher disparity, 26% of students and 36% of teachers found that individuals need sometimes fear reprimand or censorship for disseminated materials. Student response

Teacher response

36

Overall response

OBSERVATIONS:
CIS has no official rules or policy regarding what material may or may not be published. It is worth noting that not all students are involved in the creation of materials to be published and disseminated. This implies that some may not be aware of the processes that must be undertaken, nor the potential censorship some may face. Students interviewed seem as a whole to believe that the community is allowed quite a high degree of selfexpression and are for the most part surprised when presented with instances of censorship. Many believe that while the school does have a certain obligation to allow the publication and circulation of material produced by the community, as a private institution the school does not need to place the same value on such freedoms as, say, a nation does. Much of the censorship that takes place at CIS appears to be self-censorship. That is to say, no one in a position of authority explicitly states that certain types of expression or kinds of information or opinion cannot be expressed. Rather, various members of the community take it upon themselves to censor themselves, often in the fear that not to do so may invite opprobrium. Students were, for example, told on World AIDS Day not to hang posters with condoms on them. Others have noted that they have chosen not to express certain views on China for fear that they would not be appreciated. Other forms of censorship appear more indirect. In other words, again, no one says that certain views cannot be expressed. Rather, administrative measures are taken to prevent certain forms of expression. Examples include rules governing who may say what and to whom on Moongate. Students, for example, are not allowed to post independently on Moongate, and staff are advised to post statements strictly related to positions they hold. On another occasion, one group was denied permission to hold a dress casual day, only to find out later that another group had been given permission to have a dress casual day on the same date, creating the suspicion of bias. 37

On occasion, people in leadership positions have expressed discomfort with the expression of political views. They were careful to take no position on the political views themselves but asserted that the avenue through which the views were published was perhaps inappropriate and that the views could make people uncomfortable.

RECOMMENDATIONS
CIS should actively promote freedom of expression through stating that all views are welcome and encouraged and through educating students in Choices and Learning Enrichment about the meaning, issues and significance of freedom of expression. Consider the use of Moongate to facilitate communication and expression of views between members of the CIS community. Prioritize the development of a culture of free expression.

38

16. DIVERSE VOICES AND PERSPECTIVES (E.G. GENDER, RACE/ETHNICITY, IDEOLOGICAL) ARE REPRESENTED IN COURSES, TEXTBOOKS, ASSEMBLIES, LIBRARIES, AND CLASSROOM INSTRUCTION. (ART. 2, 19, & 27)
With its focus on bilingualism and a multicultural approach to education, it is to be expected that CIS would be a school where students and teachers are exposed to a wealth of opinions and perspectives, whether related to teaching and teaching materials, treatment of current events, special addresses given, or books and other publications made available in the classroom and the library. One of the schools pastoral aims is to establish an atmosphere of tolerance and respect for different cultures and beliefs. It is stated that this is achieved through -the active promotion of the values of consideration, respect, and tolerance -exploration of cultures and beliefs through the CHOICES program wealth of trips, exchange programs, and field studies made available to students -celebration of the schools cultural diversity. While this is often the case, it appears to largely be the effect of individual teachers and students working in their individual capacities, as opposed to an overall or coherent policy on the part of the school and community as a whole.

SURVEY RESPONSE:
Altogether, 51% of all individuals (56% of teachers and 50% of students) surveyed are of the opinion that members of the CIS community are always or frequently exposed to diverse voices and perspectives. 0% of teachers and only 3% of students believed that the school never provides a range of perspectives, although 11% of students and 14% of teachers surveyed believe that the school only rarely provides such diversity. 35% of all those surveyed believed that the school sometimes provided a range of opinions and perspectives. Student response

39

Teacher response

Overall response

OBSERVATIONS:
For Project Week, students are presented with a plethora of options of trips to choose and cultures to which they can be introduced. The school library subscribes to a variety of magazines with diverse views and accounts of current events. Books in the library often present opposing views, especially with regard to subjects such as history.

40

In the classroom, through reading material and discussions, students are given access to a range of opinions about often sensitive or controversial topics. Some interviewed students claim that teachers have on occasion presented their own opinions of current events unrelated to the course during class without providing any alternative views. The school often invites guest speakers, though they usually speak to a particular group, and there are few speaking events open to members of the community at large. There are no public forums for open discussion. There are no school assemblies at which open discussion occurs. Several teachers noted that open debate is not encouraged at staff meetings and that when their views are solicited, it is often through channels such as online surveys which do not facilitate communication between people.

RECOMMENDATIONS
Create the space for public fora where discussion of issues of significance to the CIS community specifically as well issues of wider significance to Hong Kong, China and the world can be openly discussed and debated. Occasionally hold school assemblies to discuss issues of significance to the community

41

17. MEMBERS OF CIS HAVE THE OPPORTUNITY TO PARTICIPATE (INDIVIDUALLY AND THROUGH ASSOCIATIONS) IN DEMOCRATIC DECISION-MAKING PROCESSES TO DEVELOP SCHOOL POLICIES AND RULES. (ART. 20, 21, & 23)
CIS consults teachers and students in decision-making processes, but there is virtually no formalized participation on the part of teachers and students in democratic decision-making processes. The key words are participation and democratic. Consultation is not participation but reference made to individuals outside of the decisionmaking process. Indeed, the exact processes of decision-making remain opaque to most members of the CIS community. A small number of people appear to play an inordinately large role. Of special concern is the perception that the board of CIS appears to play a role in decisions which at most educational institutions are usually the prerogative of the head of school and staff. While the selection and running of the student council has some features of democratic decision-making and some academic departments are run using democratic decisionmaking to some extent, few if any school-wide decisions are made according to a democratic process.

SURVEY RESPONSE
73% of survey respondents say members of CIS rarely, never or sometimes have the opportunity to participate in democratic decision-making processes (34% rarely or never, 39% sometimes). Of the remaining 27%, 21% say members frequently have the opportunity to participate, while 6% say always. Student response

Teacher response

42

Overall response

OBSERVATIONS
In student interviews, students express some satisfaction with the amount of say they have in how the school is run. Students elect the student council directly. However, the interface between the student council and the faculty and school leadership is unclear. It appears that the student council is able to make appeals on certain issues to the school leadership. However, this appears to be primarily on a certain relatively small number of issues. There is no formal mechanism of interaction or communication between the student council and the staff meeting. Apart from the student council, there are other groups such as Year groups which interact with Heads of Year. The relationship between these and the student council in terms of responsibilities and remits is somewhat ambiguous, and one of their possible effects is to weaken the representative power of the student council. In addition, there are the positions of Head Boy and Head Girl, who appear to be regarded to some extent as student representatives, but they are chosen by school leadership and in this sense are not formally student representatives. Students have no representation on the board, nor are minutes of board meeting minutes or decisions made available to them on a regular basis. In teacher interviews, the lack of opportunity to participate in democratic decision-making processes is the biggest and most frequent complaint. There is a significant number of teachers who consider this a significant problem, and it is an issue that is often raised in informal conversation about the school. The teachers and staff have no elected body similar to the student council. Staff meetings are rather infrequent and the space between them irregular. The staff meeting is not a decision-making body but largely a forum for dissemination of information and consultation. There is no staff participation in the setting of the staff meeting agenda, and agendas are frequently sent to the staff on the same day of the meeting. Heads of Department meet on a regular basis, mostly on matters pertaining to academics, but Heads of Department are similar to Head Boy and Head Girl in that these are appointed positions, so Heads of Department are not staff representatives. There are no formal mechanisms through which teachers can participate and no formal democratic decision-making processes. Teachers have no representation on the board, nor are minutes of board meeting minutes or decisions made available to them on a regular basis. 43

RECOMMENDATIONS
Create the permanent positions of student, faculty and staff (maintenance, cleaning, security) representatives to the board. The representatives shall be chosen from their respective constituencies through a democratic process. Clarify the relationship between the student council and other student institutions such as Year groups and Head Boy/Girl, ideally with an eye toward making the student council the body of student representatives on wholeschool matters. Make the staff meeting a decision-making body that meets regularly according to an agenda made with the participation of all staff. The staff meeting should vote on proposals as well as hold discussions on school issues. According to this system, Head of Secondary retains executive decision-making power and final say on all decisions affecting the whole school, but significant issues affecting the whole school, no matter their origin, must be put to the staff meeting in the form of a proposal, discussed and voted on by staff. Have a student council representative at each staff meeting in the capacity of auditor, in order to create better flow of information and communication between student council and staff. In the case of confidential matters, the student council representative can be asked to leave the meeting.

44

18. MEMBERS OF CIS HAVE THE RIGHT TO FOR M ASSOCIATIONS WITHIN THE SCHOOL TO ADVOCATE FOR THEIR R IGHTS OR THE RIGHTS OF OTHERS. (ART. 19, 20, & 23)
Members of CIS are not actively or formally denied the right to form associations, but nor is their formation encouraged or regarded as important to the development of CISs potential as an educational institution.

SURVEY RESPONSE:
Only 11% of student and teacher respondents believe that all members of CIS have the right to form associations within the school to advocate for their rights or the rights of others. 47% of respondents feel they frequently/often have the right, 26% sometimes and 16% feel that this is rare/not true. 31% of teachers believe they do not have the right to form associations within the school to advocate for their rights or the rights of others. 51% of the students agree that this is also the case for students. Responses that this is sometimes the case are similar for both students and teachers. 31% percent of the teachers believe this right is often/frequent, while 23% of the students believe they often/frequently have this right. Student response

Teacher response

45

Overall response

OBSERVATIONS:
The extent to which students and staff have the right to form associations to advocate for their rights or the rights of others remains significantly untested, though students appear to be ahead of teachers and other staff in this area, as one aspect of the student councils work is to advocate for student rights. The Student council is mainly comprised of six year 12 students who are elected through a democratic process. The student council is created to introduce new school policies or improve policies already in place. It is supposed to represent the entire student body and ensure that all voices are heard. In this way, student council is an association made up of students to advocate for their rights. However, this group is sanctioned through the Pastoral Office, and is not a purely independent student group. While students have on occasion organized other groups to advocate for their rights on a short-term basis, and these groups have been tolerated, their formation and their means of expression were also regarded as inappropriate by school leadership.

RECOMMENDATIONS
Encourage the formation of independent associations of staff and students to advocate for their rights and the rights of others and regard these associations not as problematic but as essential to constructively addressing problems and building a better school.

46

19. MEMBERS OF THE CIS COMMUNITY WORK REASONABLE HOURS UNDER FAIR WORK CONDITIONS.
CIS employs various groups of workers, including teachers, office staff, maintenance and cleaning staff and security staff, as well as sub-contracting work from Sodexho, which employs its own staff. In addition, students are part of the CIS community. Information was collected through surveys of teachers and students and individual interviews of employees from the various groups as well as of students.

SURVEY RESPONSES:
Generally, employees from the various groups are quite satisfied with their work conditions, though they have also raised substantial issues. On the survey, 72% of teachers agreed entirely or mostly that members of the CIS community work reasonable hours under fair work conditions, while 28% stated this was sometimes the case, and 0% said this was rarely or never the case. While no survey was conducted of other staff, staff in other groups said that they were generally happy with the work environment. The job security and stability at CIS is generally appreciated, especially relative to other possible comparable places of employment in Hong Kong. In particular, cleaning and maintenance staff praised Mr. Wong and felt that, overall, they were well treated. In comparison to staff, students appear to be less satisfied with work conditions. On the survey, 49% of students said that it was rarely or never the case that members of the CIS community work reasonable hours under fair work conditions, while 25% says this happens sometimes. This was one of the points of greatest dissatisfaction among students on the survey, and a point that was also repeatedly emphasized in individual interviews. Student response

47

Teacher response

Overall response

OBSERVATIONS:
Issues raised by teachers included the following: Teachers children must pay tuition fees. This makes CIS less attractive compared to other international schools which waive tuition fees for teachers children. In addition, while it does appear that some financial support is available to teachers who wish to send their children to CIS, some teachers complained of a lack of transparency in how this financial aid is apportioned and suspected there might be unequal treatment. 48

Some teachers said that, relative to comparable positions elsewhere, the pension benefits at CIS are poor. The MPF is not seen as an adequate solution by many. In addition, concerns were raised regarding how CIS gathers the fees to paid into MPF, stating that CISs portion is actually deducted from teachers salaries. Some concern was raised over the cost of housing in Hong Kong and the way in which CIS-owned housing is apportioned. Some young teachers do not have salaries high enough to qualify for reimbursement of taxes for housing. They appear to be the most negatively affected. At the same time, the limited CIS-owned housing goes to those with the most seniority, who usually have the higher salaries. Homeowners in Hong Kong are also eligible for those flats. Young teachers with children find it the hardest to make ends meet. Teachers are asked to work additional hours without negotiation, agreement or consensus. Examples given were the collaboration time introduced in the current school year as well as the increased teaching time in the new timetable to be implemented in the next school year. By far the most concern was expressed about the absence of staff voice in decision-making processes at CIS. This is dealt with under #17 but is mentioned here because staff feel that the lack of voice negatively affects their job satisfaction and makes them feel sometimes less than full and equal members of the community. Related to this, some staff deplored the lack of a staff association responsible for identifying and raising concerns, needs and views of staff especially in regard to work conditions. Issues raised by non-teaching staff included the following: The base salary for cleaning and maintenance staff is around $8,000 a month, which is regarded as quite low. While salary increases with experience, it appears to be a fairly widespread opinion among cleaning and maintenance staff that there should be a general increase in salaries. Several said their current salaries do not reflect the nature of their work or increase with inflation. Several reported high levels of stress due to pressure on the job. In particular, they said they are often given very short notice about important meetings and therefore have to rush to prepare in a short time. Quite a few events requiring support personnel take place on Saturdays, and these are seen as eating into employees days of rest. The security guards work 12-hour shifts six days a week, for a total of a 72-hour work week. They have only four days off a month. They receive no overtime pay for additional hours worked over 40 hours. While this appears to be somewhat standard practice in Hong Kong, it is definitely not consonant with the concept of reasonable hours under fair work conditions. Security guards say they have very little time to spend with their families. Other staff are certainly not expected to work such long hours as a matter of routine. Issues raised by students included the following: Many students report feeling overburdened by homework assignments and assessments. They also say there is substantial difference between subjects in work assigned and that teachers do not coordinate well among themselves so as to spread the amount of work more evenly. Many students reported suffering from lack of sleep and feeling that they do not often do their work as well as they would like to due to lack of time and simply too much of it. They say that initiatives taken in response to Year 11 complaints are a good start but that much more needs to be done on this issue.

RECOMMENDATIONS
In regard to teachers review its policy to not waive tuition in cases of teachers children, involving teachersespecially teachers with childrenin the review 49

publish a clear policy on financial aid that will ensure transparency and equality and fairness of treatment study pension options so as to ensure that pension solutions can be as internationally competitive as possible In regard to non-teaching staff as a matter of urgency, address the issue of overwork of security guards. This should be done in collaboration with the guards and following their own suggestions for a solution. In particular, it should be done according to the following principles: 1) no overall reduction of pay for reduction of work hours; 2) all those currently employed will remain employed; 3) agreement as to what constitutes a full work week consonant with international standards (about 40 hours a week), with overtime pay for additional hours. CIS should be a leader in labor relations practices and not use patently unfair local standards as an excuse. ensure that base salaries of cleaning and maintenance staff are at least at or above the $33-an-hour minimum wage currently proposed by Hong Kong labor unions set up a living wage committee with the remit to determine whether or not the CIS wage structure guarantees a living wage for all employees inform maintenance and cleaning staff well in advance of when extra personnel are needed for weekend events ensure that the rest days of maintenance and cleaning staff are not reduced by any extra work required, or that they are paid overtime for the extra work In regard to all employees carry out systematic surveys of staff on a regular basis so as to determine areas of concern encourage the formation of associations of faculty, maintenance and cleaning staff and security staff with the purpose of bringing to the attention of school leadership areas of concern regarding working conditions In regard to all students formalize and clarify mechanisms of student voice and input, so that on a regular basis, students can make their concerns known and also be informed in advance of any proposed changes, as a way of coordinating their work load. These formalized mechanisms should include a single avenue of student expression, such as the student council, instead of the current situation in which it is unclear through which formal channels student concerns are to be expressed, and, ideally, a student representative at a staff meeting constituted as a decision-making body facilitate improved coordination between staff regarding student homework as well as regular discussion of amount of work across subjects

50

20. I TAKE RESPONSIBILITY IN CIS TO ENSURE OTHER INDIVIDUALS DO NOT DISCRIMINATE AND THAT THEY BEHAVE IN WAYS THAT PROMOTE THE SAFETY AND WELL BEING OF THE CIS COMMUNITY. ( ART. 1 & 29)
Generally, the incidence of over discrimination and of threats to the safety and well being of the CIS community appears to be low. Most students and staff do not feel that they are discriminated against; nor do they feel unsafe. However, the CIS community does not receive training about taking responsibility to personally ensure that individuals are not discriminated against or that they behave in ways that promote the safety and well being of the CIS community. Students say that CIS students are diffident and lack the confidence and know-how to confront a peer, whether older or younger. They believe that in the event of unsafe or discriminatory behavior, the average CIS student will act as a bystander and not take responsibility to intervene. Anti-homosexual comments and slurs have been overheard in the staff room but the staff who report this did not feel comfortable or confident to confront them. Anti-homosexual comments have been frequently overheard amongst students, and especially amongst those in the lower secondary. Sometimes staff intervene when such comments are overheard, but both students and staff report that students themselves do not intervene. Indeed, many laugh and appear to not only find acceptable but enjoy the use of such slurs.

SURVEY RESPONSES:
On the other hand, on the survey, 42% of respondents say they will always take responsibility to ensure that members of the community do not engage in discriminatory or unsafe behavior or speech. 47% say that they often/frequently do so. There is a discrepancy between responses to the survey and views collected through interviews. It could be that some taking the survey did not understand that the item regarded taking personal responsibility as opposed to opining on the general situation of discrimination and safety at CIS, or that the interviews gave individuals a chance to elaborate on their views. Student response

51

Teacher response

Overall response

RECOMMENDATIONS
Provide training and instruction to staff and students on issues of both discrimination and safety, including what constitutes discrimination, slurs or discriminatory behavior, and on taking personal responsibility to deal with the issues. In regard to students, the training will most likely be most effective if focused on the younger years of secondary. The most likely place for such training of students in the current timetable would be Choices or Learning Enrichment. 52

APPENDICES
1. Taking the Human Rights Temperature survey 2. Full survey results 3. Universal Declaration of Human Rights

53

APPENDIX 1: TAKING THE HUMAN RIGHTS TEMPERATURE OF CHINESE INTERNATIONAL SCHOOL

The CIS Human Rights Group is conducting a human rights audit of CIS. This survey is part of the audit. It is based on articles in the Universal Declaration of Human Rights. Please rate each of the following statements according to this RATING SCALE: 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always Thank you very much for taking the time to fill out the survey! ______________________________________________________________________________ Are you a student or a teacher? Student Teacher

All students receive equal information and encouragement about academic and career opportunities. (Art. 2) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Members of the school community are not discriminated against because of their life style choices, such as manner of dress, associating with certain people, and non-school activities. (Art. 2 & 16) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always CIS provides equal access, resources, activities, and scheduling accommodations for all individuals. (Art. 2 & 7) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

54

Members of CIS will oppose discriminatory or demeaning actions, materials, or slurs in the school. (Art. 2, 3, 7, 28, & 29) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always When someone demeans or violates the rights of another person, the violator is helped to learn how to change his/her behavior. (Art. 26) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Members of the CIS community care about my full human as well as academic development and try to help me when I am in need. (Art. 3, 22, 26 & 29) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

When conflicts arise, we try to resolve them through non- violent and collaborative ways. (Art. 3, 28) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Pastoral policies and procedures are implemented when complaints of harassment or discrimination are submitted. (Art. 3 & 7) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

In matters related to discipline (including suspension and expulsion), all persons are assured of fair, impartial treatment in the determination of guilt and assignment of punishment. (Art. 6, 7, 8, 9 & 10) 1 - no/never 2 - rarely 55

3 - sometimes 4 - frequently 5 - yes/always No one in CIS is subjected to degrading treatment or punishment. (Art. 5) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Someone accused of wrong-doing is presumed innocent until proven guilty. (Art. 11 ) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

My personal space and possessions are respected. (Art. 12 & 17) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

The CIS community welcomes students, teachers, administrators, and staff from diverse backgrounds, including socio-economic, and cultures. (Art. 2, 6,13, 14 & 15) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

I have the liberty to express my beliefs and ideas (political, religious, cultural, or other) without fear of discrimination.(Art. 19) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Members of CIS can produce and disseminate publications without fear of censorship or punishment. (Art. 19) 56

1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Diverse voices and perspectives (e.g. gender, race/ethnicity, ideological) are represented in courses, textbooks, assemblies, libraries, and classroom instruction. (Art. 2, 19, & 27) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Members of CIS have the opportunity to participate (individually and through associations) in democratic decisionmaking processes to develop school policies and rules. (Art. 20, 21, & 23) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Members of CIS have the right to form associations within the school to advocate for their rights or the rights of others. (Art. 19, 20, & 23) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

Members of the CIS community work reasonable hours under fair work conditions. (Art. 23 & 24) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 5 - yes/always

I take responsibility in CIS to ensure other individuals do not discriminate and that they behave in ways that promote the safety and well being of the CIS community. (Art. 1 & 29) 1 - no/never 2 - rarely 3 - sometimes 4 - frequently 57

5 - yes/always

Are there any other human rights issues you feel the school has?

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APPENDIX 2- SURVEY RESULTS: STUDENT RESPONSE

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APPENDIX 2- SURVEY RESULTS: OVERALL RESPONSE

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Appendix 3: The Universal Declaration of Human Rights

PREAMBLE
WHEREAS recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, WHEREAS disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people, WHEREAS it is essential, if man is not to be compelled to have recourse, as a last resort, to rebellion against tyranny and oppression, that human rights should be protected by the rule of law, WHEREAS it is essential to promote the development of friendly relations between nations, WHEREAS the peoples of the United Nations have in the Charter reaffirmed their faith in fundamental human rights, in the dignity and worth of the human person and in the equal rights of men and women and have determined to promote social progress and better standards of life in larger freedom, WHEREAS Member States have pledged themselves to achieve, in cooperation with the United Nations, the promotion of universal respect for and observance of human rights and fundamental freedoms, WHEREAS a common understanding of these rights and freedoms is of the greatest importance for the full realization of this pledge, Now, therefore, The General Assembly PROCLAIMS This Universal Declaration of Human Rights as a common standard of achievement for all peoples and all nations, to the end that every individual and every organ of society, keeping this Declaration constantly in mind, shall strive by teaching and education to promote respect for these rights and freedoms and by progressive measures, national and international, to secure their universal and effective recognition and observance, both among the peoples of Member States themselves and among the peoples of territories under their jurisdiction. Article I All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood. Article 2 Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, color, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty. Article 3 89

Everyone has the right to life, liberty and security of person. Article 4 No one shall be held in slavery or servitude; slavery and the slave trade shall be prohibited in all their forms. Article 5 No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment. Article 6 Everyone has the right to recognition everywhere as a person before the law. Article 7 All are equal before the law and are entitled without any discrimination to equal protection of the law. All are entitled to equal protection against any discrimination in violation of this Declaration and against any incitement to such discrimination. Article 8 Everyone has the right to an effective remedy by the competent national tribunals for acts violating the fundamental rights granted him by the constitution or by law. Article 9 No one shall be subjected to arbitrary arrest, detention or exile. Article 10 Everyone is entitled in full equality to a fair and public hearing by an independent and impartial tribunal, in the determination of his rights and obligations and of any criminal charge against him. Article 11 (1) Everyone charged with a penal offence has the right to be presumed innocent until proved guilty according to law in a public trial at which he has had all the guarantees necessary for his defense. (2) No one shall be held guilty of any penal offence on account of any act or omission which did not constitute a penal offence, under national or international law, at the time when it was committed. Nor shall a heavier penalty be imposed than the one that was applicable at the time the penal offence was committed. Article 12 No one shall be subjected to arbitrary interference with his privacy, family, home or correspondence, nor to attacks upon his honor and reputation. Everyone has the right to the protection of the law against such interference or attacks. Article 13 (1) Everyone has the right to freedom of movement and residence within the borders of each State. (2) Everyone has the right to leave any country, including his own, and to return to his country. Article 14 (1) Everyone has the right to seek and to enjoy in other countries asylum from persecution. (2) This right may not be invoked in the case of prosecutions genuinely arising from non-political crimes or from acts contrary to the purposes and principles of the United Nations. Article 15 (1) Everyone has the right to a nationality. (2) No one shall be arbitrarily deprived of his nationality nor denied the right to change his nationality. Article 16 90

(1) Men and women of full age, without any limitation due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage and at its dissolution. (2) Marriage shall be entered into only with the free and full consent of the intending spouses. (3) The family is the natural and fundamental group unit of society and is entitled to protection by society and the State. Article 17 (1) Everyone has the right to own property alone as well as in association with others. (2) No one shall be arbitrarily deprived of his property. Article 18 Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance. Article 19 Everyone has the right to freedom of opinion and expression; this right includes freedom to hold opinions without interference and to seek, receive and impart information and ideas through any media and regardless of frontiers. Article 20 (1) Everyone has the right to freedom of peaceful assembly and association. (2) No one may be compelled to belong to an association. Article 21 (1) Everyone has the right to take part in the government of his country, directly or through freely chosen representatives. (2) Everyone has the right to equal access to public service in his country. (3) The will of the people shall be the basis of the authority of government; this will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage and shall be held by secret vote or by equivalent free voting procedures. Article 22 Everyone, as a member of society, has the right to social security and is entitled to realization, through national effort and international co-operation and in accordance with the organization and resources of each State, of the economic, social and cultural rights indispensable for his dignity and the free development of his personality. Article 23 (1) Everyone has the right to work, to free choice of employment, to just and favorable conditions of work and to protection against unemployment. (2) Everyone, without any discrimination, has the right to equal pay for equal work. (3) Everyone who works has the right to just and favorable remuneration ensuring for himself and his family an existence worthy of human dignity, and supplemented, if necessary, by other means of social protection. (4) Everyone has the right to form and to join trade unions for the protection of his interests. Article 24 Everyone has the right to rest and leisure, including reasonable limitation of working hours and periodic holidays with pay. Article 25 (1) Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control. 91

(2) Motherhood and childhood are entitled to special care and assistance. All children, whether born in or out of wedlock, shall enjoy the same social protection. Article 26 (1) Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit. (2) Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace. (3) Parents have a prior right to choose the kind of education that shall be given to their children. Article 27 (1) Everyone has the right freely to participate in the cultural life of the community, to enjoy the arts and to share in scientific advancement and its benefits. (2) Everyone has the right to the protection of the moral and material interests resulting from any scientific, literary or artistic production of which he is the author. Article 28 Everyone is entitled to a social and international order in which the rights and freedoms set forth in this Declaration can be fully realized. Article 29 (1) Everyone has duties to the community in which alone the free and full development of his personality is possible. (2) In the exercise of his rights and freedoms, everyone shall be subject only to such limitations as are determined by law solely for the purpose of securing due recognition and respect for the rights and freedoms of others and of meeting the just requirements of morality, public order and the general welfare in a democratic society. (3) These rights and freedoms may in no case be exercised contrary to the purposes and principles of the United Nations. Article 30 Nothing in this Declaration may be interpreted as implying for any State, group or person any right to engage in any activity or to perform any act aimed at the destruction of any of the rights and freedoms set forth herein. G.A. res. 217A (III), U.N. Doc A/810 at 71 (1948) ADOPTED ON DECEMBER 10, 1948 BY THE GENERAL ASSEMBLY OF THE UNITED NATIONS (WITHOUT DISSENT)

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