建設粵港澳大灣區是習近平總書記親自謀劃、親自部署和親自推動的國家戰略,高等教育領域的開放協同創新發展將是粵港澳大灣區建設題中之義。該組筆談匯聚灣區高等教育建設謀劃之思,提出如下觀點:做實深港教育合作,建立法規保障機制,成立實體協調組織機構,基於全球化、智能化要求推進灣區教育開放與合作;著眼四個方面開展灣區高等教育發展定位與戰略研究;在粵港澳大學聯盟的基礎上打造各種專業子聯盟,拓展聯盟高校合作內容,規範灣區高等學校合作模式,實施大學集群戰略;建立"粵港澳高等教育大灣區協同創新發展試驗區",組建兩大共同體,構建統籌協調、利益共享、風險防範三大機制;理工科大學需緊密對接灣區制造業發展需求,服務、支撐區域產業尤其是制造業轉型升級;構建"粵港澳大灣區高等教育樞紐",加大並優化灣區高等教育資源投入,充分整合粵港澳三地建設,提高對外開放水平,推動高等教育創新發展。

區域性高校智庫以區域發展為導向,以研究型高校為依托,以服務決策為宗旨。粵港澳大灣區的區域性高校智庫有著良好的發展基礎:智庫體系初具規模,治理結構多樣,服務形式多元,"灣區智庫"快速增長。由於粵港澳政策咨詢市場尚未實現一體化,三地高校智庫在組織建設、項目申報、數據共享、人員流動、成果轉化與評價方面缺乏協同。未來應確立協同共治理念,以機制創新促進灣區高校智庫協同發展:"高校--智庫--政府"聯動,建立灣區高校聯合智庫、灣區智庫研究基金、灣區聯合數據庫,健全人員流動機制,促進成果轉化與評價機制一體化。

This article refers to the case of the Direct Subsidy Scheme (DSS) in Hong Kong to engage empirically in a debate over school choice. Based on a survey of 910 parents of primary school-leavers on their considerations in making school choices for their children, our analysis shows that DSS schools as an educational option are essentially exclusive to high-income parents, and that DSS schools are opted for as an alternative for the instrumental reason of having higher chances of getting into university rather than such claimed educational reasons as providing students with innovative design of curricula, pedagogies, and assessments.
[Copyright of Journal of School Choice is the property of Routledge.]

This article presents a comparative analysis of national policies, implementation strategies, and regional and global aspirations to establish education hubs in Hong Kong and South Korea. The authors argue that existing definitions of education hubs do not yet sufficiently consider whether a hub's orientation is global or regional and how its funding sources direct its mission and vision. The authors first review current definitions of education hubs and then use Ranga and Etzkowitz's Triple Helix conceptual framework to analyze Hong Kong and South Korea's national policies and their hubs' distinct vision, goals, strategies, rationales, and major stakeholders. The article concludes with an updated definition for education hubs which is inclusive of purpose, mission, role in the knowledge economy, and relationships between key stakeholders, including government, higher education institutions, and industry. This research identifies key indicators of a successful hub and provides additional necessary insights for policy makers working to develop future education hubs.
[Copyright of Industry and Higher Education is the property of SAGE Publications.]

This study builds on research which contends that just as effective principals must lead across a broad purview of responsibilities in order to build successful schools, so too must middle leaders. Decentralisation of school management has resulted in an expansion of school principals' responsibilities, contributing to a further distribution of leadership responsibility to middle leaders. This conception of middle leadership requires a shift in understanding of the nature of middle leaders' work. There is vast potential for middle leaders to contribute to their schools beyond subject administration, yet the research base yields limited insight on such work and on how middle leaders can be supported to accomplish it. This research finds that middle leaders who expand their leadership responsibilities do so in contexts that utilise school mission, policy enactment and organisational design as platforms for enhanced middle leadership. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

This article analyses and compares the responses of parents to education policy initiatives in Singapore, Shanghai and Hong Kong. The education reform in three localities converges on changing an exam-centric culture and equipping students to thrive in a globalised world. Through a discussion of three representative policy initiativesDirect School Admission in Singapore, extended and inquiry/research curricula in Shanghai and Liberal Studies in Hong Kongthis article contends that the parents variously make sense of, negotiate, support and circumvent the policy initiatives. Their strategies, it is argued, are grounded in and shaped by their shared habitus, manifesting the four processes identified by Zhao, Selman and Luke (Bourdieu and Chinese education: Inequality, competition, and change, Routledge, Oxon, 2018) for understanding the formation of habitus. A major implication arising from the study is the usefulness of the concept of habitus in illuminating the educational expectations and proposed actions of parents when confronted with educational changes.
[Copyright of Asia Pacific Education Review is the property of Springer.]

Since the mid-1990s, important education policy changes, such as the growth of Direct Subsidy Scheme (DSS) schools and the reform of the medium of instruction (MOI) policy, have been made in Hong Kong. Little is known about their impact on school segregation and educational inequality. We address this issue using six successive cycles of the Trends in International Mathematics and Science Study data. We found evidence for rising levels of secondary school segregation in terms of family socio-economic status and mathematics achievement from 1995 to 2011, whereas segregation declined from 2011 to 2015. We speculate that the salience of the MOI policy in expediting the segregating tendencies of the DSS sector might explain a growing magnitude of the effect of family socio-economic status on academic achievement between 1995 and 2011, and the reversed direction of such trends between 2011 and 2015. Implications are discussed.
[Copyright of British Journal of Sociology of Education is the property of Routledge.]

This qualitative study examined the role that middle leaders and their professional learning communities (PLCs) play in focusing teachers’ attention on student learning. The study presents an analysis of this phenomenon across multiple school types in Hong Kong and Shenzhen, China using case study methodology as a vehicle to uncover factors which support and inhibit the work of middle leader-led PLCs in varying school contexts.This thesis demonstrates that middle leaders use a plethora of skills and exhibit myriad attributes to form and maintain their teacher teams. The nine critical attributes presented here: (a) shared values and vision; (b) collective responsibility; (c) reflective professional inquiry; (d) collaboration, (e) promotion of group, as well as individual, learning; (f) mutual trust, respect and support among members; (g) inclusive membership; (h) looking beyond the school for sources of learning and ideas and (i) shared leadership, when present, create an environment where robust structures can be formed. Such structures create a forum for teachers to collaborate on instructional initiatives, curriculum enactment, teacher empowerment and team building. These opportunities for professional dialogue were welcomed by middle leaders and teachers across the study.The findings from the interviews with middle and senior leaders, as well as with members of their PLCs, revealed there were five aspects that impacted middle leaders effectiveness with their prospective teams, depending on their school context: (a) funds for professional development; (b) the competitive environment; (c) staff stability and longevity; (d) the leadership style of the principal and (e) middle leader authority and role recognition. The nexus between school type and these five aspects impact on the middle leaders’ actions when working with their teacher teams. Middle leaders adapt their leadership to their situational contexts and customize strategies which cohere to the school’s ethos

“新農村學習型學校社區建設工程”是一項由政府、大學與非政府組織、學校與社區、城市與農村共同參與的大型夥伴協作項目。該項目的實施採用了一種演化漸進的取向，參與各方對目標的詮釋各有側重。從變革實施的“忠實觀”和“調適觀”兩種觀點來看，該項目取得了一定的成效。今後同類項目的實施可考慮在學校領導、社會參與及評價方法等方面做出改進。 "The Construction of New Village Learning School and Community" is a large-scale project which involves the partnership between local government, a local university and a non-government organization from Hong Kong, the school and the community, the city and the village. The implementation of this project is featured by an evolutionary orientation allowing local adaptation. Participants of various parties have different emphases about the goals of this project. From the two perspectives of change implementation, i.e., fidelity and adaptation, this project brings a lot of changes to local schools and communities. In future, the school leadership, social participation and evaluation strategies could be improved to facilitate the implementation of similar projects. Copyright © 2010 西北師範大學.

香港中文大學學習借鑒美國經驗，在提高學校教育質量、人才素質培養方面，大膽地進行了與傳統學校教育相佐的改革嘗試——推行《躍進學校計劃》。她將教育置於社會大背景下，融學校教育、家庭教育、社會教育於一體；充分發揮大學對中小學教育質量的促進作用。這種合作夥伴關係貫通大中小學校，延至社區，並與國外攜手形成立體合作網絡，拓寬了“教育”的視野，使得教育更富有成效。《躍進學校計劃》對教育改革頗有啟發。 Copyright © 1998 上海市教育科學研究院; 上海市高等教育學會.