To respond to the growing concerns about the need for university students to learn generic skills to complement their disciplinary expertise, many universities have included General Education (GE) in their curriculum. A new general education framework entitled "General University Requirements" (GUR) was implemented at The Hong Kong Polytechnic University (PolyU) in the 2012/13 academic year. A fiveyear longitudinal project using multiple evaluation strategies was conducted to evaluate the GUR, including objective outcome evaluation (online survey), Collegiate Learning Assessment Plus (CLA+), subjective outcome evaluation (Student Feedback Questionnaire), and qualitative evaluation (focus groups, longitudinal case studies and document analyses). With reference to the second year of program implementation, results from different evaluation strategies consistently demonstrated that the GUR subjects were effective in promoting the five desired graduate attributes as defined by PolyU (i.e., problem solving, critical thinking ability, effective communication, ethical leadership and lifelong learning). Both students and teachers perceived the subject contents, teaching and learning methods, and teaching staff in GUR subjects favorably though several challenges were also noted. Copyright © 2015 by Nova Science Publishers, Inc. All rights reserved.

Under-examination of the notion of competition between schools has created a considerable asymmetry between the reality and the literature of schooling. Therefore, this study investigates the validity of school competition and verifies the propositions regarding the effects of school marketing practices in literature, particularly DSS and aided schools in Hong Kong. It tests the relationships between student intake and school academic performance and school marketing practices. It also compares the pattern of the relationships between the Direct Subsidy Scheme (DSS) and aided secondary schools. Secondary data from 441 secondary schools were retrieved from a popular secondary school admission magazine in Hong Kong and from the schools’ websites. Hierarchical regression analysis revealed that the school’s academic performance was positively related to discretionary student intake. In addition, marketing school academic performance, but not marketing school features, was positively related to student intake. Lastly, it was found that marketing school academic performance intensified the relationship between the school’s academic performance and student intake in aided schools but not in DSS schools. The results were interpreted as demonstrating that school competition in Hong Kong is a battle of lifting academic performance. Copyright © 2019 Emerald Group Publishing Limited.

This chapter provides the reader with an introduction to the Hong Kong education system and the development of teacher education in Hong Kong. It should be noted that descriptions of the Hong Kong education system have been provided in other articles by Coniam and Falvey (see Coniam and Falvey in Validating technological innovation: The introduction and implementation of onscreen marking in Hong Kong. Springer, Singapore, pp. 1–7, 2016; Coniam & Falvey, 2013, vi; Adamson and Li in Education and society in Hong Kong and Macao: Comparative perspectives on continuity and change, The University of Hong Kong, Hong Kong, pp. 35–60, 2004). Readers should not, therefore, be surprised to come across similar descriptions in the current chapter. The authoritative work on the Hong Kong education system pre-1841 to 1941 is Sweeting (Education in Hong Kong pre-1841 to 1941. Hong Kong University Press, Hong Kong, 1990; A phoenix transformed: The reconstruction of education in post-war Hong Kong. Oxford University Press, Hong Kong, 1993). (See also Tang and Bray in Journal of Educational Administration 38(5):468–485, 2000). Copyright © 2018 Springer Nature Singapore Pte Ltd.

This paper will examine the interplay of equity and excellence in Singapore’s secondary schools. It uses Fraser’s (2008) three forms of justice: redistributive, recognitive and representational. It explores Singapore’s ‘bridges and ladders’ model of differentiated schooling. Case studies of a madrasah, a specialised school, and an elite school demonstrate the tensions between equity and excellence in the system. We argue that the ‘bridges and ladders’ model, through its differentiated schooling experiences, paradoxically increases equity and excellence while simultaneously exacerbating inequity. Finally, we reflect on the implications of this research on the pursuit of equity in Hong Kong’s education system.

香港作為一個多元文化匯集的自由港,各種思想和不同價值觀在此交流碰撞、相融共存,香港學校在與多元文化的磨合過程中,逐步建構起獨具特色的教育體系。這對于隨著改革開放、日漸多元化的內地學校教育來說,具有理論和實踐上的借鑒意義。筆者跟隨廣西協力扶貧基金會的教育考察團到香港進行了為期一周的考察學習,充分感受到了香港教育獨具特色的辦學思想與教育體制。在此,將從香港教育的辦學形式、學制、德育內容、課程設置等方面作進一步的闡述。

Hong Kong early childhood education runs in the private sector. In recent years, the government has implemented a number of policies to improve the quality of early childhood education. The Pre-primary Education Voucher Scheme is one of important early childhood education policies in Hong Kong. The Scheme aims to improve the quality of early childhood education, by providing financial assistance to parents and upgrading teachers' qualifications. However, this policy raised widespread awareness and debate amongst the stakeholders. This paper will discuss how the scheme affects different stakeholders and explores its way forward. The essay first provides a brief background of the scheme and Hong Kong's early childhood setting. The latter part of the essay discusses how the scheme affects the various stakeholders, including: policy makers, early childhood education sectors, early childhood educators and parents. Finally, suggestions to improve the scheme are made.
[Copyright © The Hong Kong Institute of Education].