International standards for education of refugee children and their implications for Hong Kong
- International standards for education of refugee children and their implications for Hong Kong
- Hong Kong
- 1997.7 onwards
- Unknown or Unspecified
- This paper provides an overview of government policies and major challenges of refugee education in selected Western European and Asia-Pacific countries. The findings show that refugee education in Western European and Oceanic countries is in general better than East and Southeast Asian countries although many problems and challenges remain. Lastly, this paper also discusses the policy and practical implications of the findings on the improvement of education provision for refugee children in Hong Kong, an Asian international city and a special administrative region of China hosting to more than 10,000 asylum seekers, of which about 500 are school age children.
- Paper presented at the CESHK Annual Conference 2016: Learning to Live Together & Comparative Education, and Third Across-Strait Four Region Forum on Comparative Education, The Hong Kong Institute of Education, Hong Kong, China.
- Conference Papers
Recent Conference PapersIncorporating STEM learning activities in the school mathematics curriculum
Conference PapersStaying positive during the COVID-19 pandemic: Effectiveness of a prosper-based intervention on preschool teachers' well-being
Conference PapersHong Kong mathematics teachers' perceptions of STEM integration: An exploratory study
Conference PapersHow may we close the learning gap in kindergarten children? A culturally responsive approach to teaching language and literacy skills
Conference PapersPromoting psychological well-being in pre-service preschool teachers: A multi-component positive psychology intervention
Conference PapersA comparative study of teacher professional capital and values in two Chinese hierarchical contexts: Hong Kong and Singapore
Conference PapersDesigning a chatbot to teach English: Transforming learning spaces
Conference PapersStimulating and sustaining language acquisition: Chatbots as a pedagogical possibility