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Education Reform in Hong Kong  [cached]
Chris Dowson,Peter Bodycott,Allan Walker,David Coniam
Education Policy Analysis Archives , 2000,
Abstract: Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in terms of their consistency, coherence and cultural fit.
A Review of Educational Reform – New Senior Secondary (NSS) Education in Hong Kong
William Chan
International Education Studies , 2010, DOI: 10.5539/ies.v3n4p26
Abstract: The Hong Kong government had implemented a new senior secondary education system from the school year of 2009-2010. This paper is to review the educational reform and discuss the issues arising from the Managerialism Approach used in the reform and provides some suggestions for the impact of change.
From changes in education system to curriculum reform: A critique of the new Hong Kong senior secondary science curriculum  [cached]
Yeung Chung LEE,Chung Man LAM,Yau Yuen YEUNG
Asia-Pacific Forum on Science Learning and Teaching , 2010,
Abstract: The new Hong Kong senior secondary science curriculum will be implemented in 2009. The curriculum change was induced by the change in the education system, but its meaning will go far beyond matching the curriculum with the new system. It intends to remove the limitation of the existing curriculum, and to enlighten it with essential elements of contemporary science education. It transcends subject boundary to establish a new integrated subject, and extends the scope of student assessment such that both teaching and assessment will become more diversified. This article analyses the characteristics of this curriculum reform and its forces behind, and comments on the advantages and challenges it create.
Reforma educativa y educación en medios como agentes de cambio en Hong Kong Education Reform as an Agent of Change: The Development of Media Literacy in Hong Kong during the Last Decade  [PDF]
C.K. Cheung
Comunicar , 2009, DOI: doi:10.3916/c32-2009-02-006
Abstract: A pesar de su novedad como área de estudios, la educación mediática en Hong Kong ha sido exitosa. Este texto demuestra cómo la reforma educativa ha sido un factor importante para el desarrollo de la educación mediática en la última década. Las tres principales fuerzas de cambio en esta reforma han sido el énfasis en la educación cívica desde el retorno de Hong Kong a la soberanía china; la introducción de las tecnologías de la información (TIC) y la reciente revisión de los programas de estudio. El autor pretende además iniciar una investigación encaminada a descubrir si hay patrones comunes y propios de desarrollo e implementación de la educación mediática en las distintas sociedades asiáticas o si éstas siguen un patrón occidental. Although media education is a comparatively new area of studies in Hong Kong, it is already flourishing. Why? This contribution identifies the education reform as an important factor in encouraging the development of media education in the last decade, and the three major driving forces of this reform have been: the emphasis on civic education since Hong Kong’s return to China sovereignty, the introduction of information technology (ICT), and the recent review of the curriculum. The author also aims to find out whether the patterns used in media education development are their own Asian models or, on the contrary, they follow Wes tern patterns.
Impact of Globalization on Higher Education: An Empirical Study of Education Policy & Planning of Design Education in Hong Kong  [cached]
Yan Yan Lam
International Education Studies , 2010, DOI: 10.5539/ies.v3n4p73
Abstract: This paper focuses on the impact of globalization in the domain of higher education, particularly, design education. It reviews how globalization may affect educational policy and planning in Hong Kong by drawing on an empirical study involving senior management, a course leader and a design trainer/facilitator. This paper not only illustrates the challenges of globalization to education sectors worldwide, but also brings the merits of globalization in education to the fore and considers the challenges that it presents to multidimensional phenomena. The diversity of curricula; professional mobility; accountability and quality remain as parts of a continuing dialogue in the context of the global community. Research into these issues could trigger and influence thinking on how local design education (in the tertiary and higher education sectors) might be restructured to satisfy educators’ hopes and desires for an ideal future in which design is promoted as being more imaginative, innovative, and eliciting wider responses to ideas, experiences, feelings, emotions, and intercultural cooperation in a globalizing world in both developed and developing nations. Rich data were collected through a series of individual interviews with design students, teaching staff and design practitioners together with a focus group discussion with key members of a curriculum planing team. This data were analyzed with reference to current literature on globalization, education reform and course planning strategy. The author was inspired by the fact that globalization drives changes in education towards global perspectives. However, institutions, society, stakeholders and the public, as well as governments in this global world, should be sharing the goal of ever-increasing excellence in teaching combined with concern for local and global contexts. The impact of globalization on education (design education) is a subject of debate and discourse within the whole global community.
Transformational Issues in Curriculum Reform: Perspectives from Hong Kong
Kerry John Kennedy
Journal of Textbook Research , 2011,
Abstract: Following the return of Hong Kong to Chinese sovereignty in 1997, the new government set out an ambitious programme of educational reform. Following extensive community consultation, reforms to both basic education and senior secondary education were set out and programmed over a ten year period starting in 2001. The school curriculum was the centre piece of this reform agenda with proposals for a more integrated curriculum, more engaging teaching strategies and assessment processes that focused on learning rather than testing. A new approach to senior secondary education extended six years of schooling to all students. The reform agenda was post-colonial in nature but also sought to develop a curriculum that would support Hong Kong’s role in the emerging knowledge economy. The reaction of schools to this agenda has not always been supportive. Yet there is some evidence that change is being made and teaching and learning in Hong Kong schools has been affected by the reform agenda.
Entrepreneurship Education at the Crossroad in Hong Kong  [PDF]
C. K. Cheung
Creative Education (CE) , 2012, DOI: 10.4236/ce.2012.35098
Abstract: While Hong Kong is one of the world’s leading financial and business centres in the Asia-Pacific region, a recent survey conducted noted that only 3 out of every 100 people in Hong Kong had started their own business in the previous 42 months. As entrepreneurs are so important to our economy, schools should be responsible for cultivating in students a suitable entrepreneurial spirit and skills. Unfortunately,. entrepreneurial training in secondary school does little to pave the way for students to pursue their future career planning and is unable to match the future needs of society. With the recent introduction of the New Secondary School Curriculum (NSSC), this article questions if entrepreneurship education could be taught through the introduction of a new course: Business, Accounting, and Financial Studies (BAFS). This research was conducted, through the eyes of business subject panel chairs, to determine a) the importance of entrepreneurship education and b) whether the new BAFS initiative can fulfil the role of promoting entrepreneurship education in Hong Kong.
WWF Hong Kong Environmental Education Programmes  [cached]
Sam LEE,Ellen SHEK,Nicole WONG
Asia-Pacific Forum on Science Learning and Teaching , 2002,
Abstract: Since the founding of World Wide Fund For Nature Hong Kong (WWF Hong Kong) by the late Sir Kenneth Ping-fan Fung in 1981, environmental education has been recognised as an important component towards the long-term conservation of Hong Kong's natural and environmental heritage. Nearly twenty years on since the establishment of the Mai Po Marshes Wildlife Education Centre and the Nature Reserve in 1983, WWF Hong Kong is still very active and committed to promoting environmental education. Our environmental education focus and direction have diversified over the years from student-centred programmes to teacher-centred programmes. In addition to the Mai Po Marshes Wildlife Education Centre, our central activities have increased with the building of the Peter Scott Field Studies Centre, at Mai Po Marshes, in 1990, the conversion of the New Territories District Commissioner's residence in Tai Po to a conservation studies centre (Island House Conservation Studies Centre) in 1987 and subsequent renovation of the centre to incorporate a Teacher Learning Centre in 2002 and the building of the Hoi Ha Wan Marine Life Centre, to be opened in late Spring 2003. To support environmental education implementation in schools and to raise public awareness, WWF Hong Kong has also produced and disseminated over 100 education resource materials to schools, various environmental resource centres and libraries. Reflecting one of WWF Hong Kong's education strategies, increasingly we are deploying more information technology in our environmental education programmes, such as setting up the WWF Hong Kong Education Webpage (http://www.wwf.org.hk/eng/education/index.html) and establishing a Teachers Networking Channel. WWF Hong Kong has an advisory committee, the WWF Hong Kong Education Committee, that is made up of representatives of school principals, relevant government departments and local education institutions to advise and supervise on the development of WWF Hong Kong' education policy, strategies and programmes
Faculty Perspectives on the “3+3+4” Curriculum Reform in Hong Kong: A Case Study  [cached]
Cecilia K. Y. Chan,Lillian Y. Y. Luk
International Education Studies , 2013, DOI: 10.5539/ies.v6n4p56
Abstract: Curriculum reform in higher education has been taking place in many countries, with much attention paid to many such as the national-level Bologna process in Europe, institutional-level Melbourne Model in Australia and discipline-level Engineering Criteria 2000 (EC2000). This paper gives a detailed account of the reform initiatives taking place in the recent Hong Kong educational system and in particular, focusing on a research-intensive university in Hong Kong through literature and consultations. Being aware that teachers often face challenges in dealing with curriculum changes, this small-scale study aims to identify areas which faculty members require assistance in their professional development by investigating university teachers’ perception of the curriculum reform in the Science discipline. Through quantitative and qualitative methods, it was also found that academics expressed doubts towards the implementation of outcome-based and student-centered learning approaches in the new curriculum despite their understanding of these concepts.
Understanding and Attitudes towards Moral and Civic Education among Primary School Teachers in Hong Kong  [cached]
Wing Yee Lo
Asian Social Science , 2009, DOI: 10.5539/ass.v5n7p3
Abstract: Moral and Civic Education (MCE) was highlighted in the 2000 curricular reform proposals in Hong Kong. This paper attempts to investigate primary school teachers’ understanding and attitudes towards MCE in Hong Kong. It aims to understand whether and how the proposed curriculum of MCE is practiced in the school. Six teachers from a primary school were interviewed and the curriculum documents of the school were analyzed. The findings indicated that all of the interviewees lacked comprehensive understanding of MCE but they generally had high degree of concern towards the implementation of moral and civic development in the school. They were also receptive towards new ideas and teaching approaches in MCE. Further analysis showed that school-based curriculum and teachers’ perceptions were the contradictory factors affecting teachers’ implementation of MCE.
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