The development of full potentials of students so that they can play a positive role in community life has been highlighted as a fundamental aim in school education in Hong Kong in the 1990's. The aim points to the need for personal and social education for students in schools. The emphasis on personal and social development of students was marked by the compilation of relevant of teaching materials circulated to all Junior Secondary Schools in 1996. Apparently, whole person development of students is not a new concept to Hong Kong schools. Traditional Chinese values towards an all round education of a child include moral, intellectual, physical, social and aesthetic developments. However, keen academic competition has led to an unbalanced emphasis on intellectual development at the expense of other developments. This paper attempts to trace the development of personal and social education in Hong Kong schools. It examines the wave of official guidelines in moral education, civic education, sex education, environmental education, and guidance and counselling already in circulation from the 1980's. The paper studies what additional concepts are expounded in the call to develop personal and social education in schools in the 1990's. The author further attempts to raise issues concerning conceptual frameworks, approaches and ways and means to accomplish them. Finally, the implications on teacher training will also be discussed.

This paper is the first phase of the project entitled “A Critical and Comprehensive Review of the Development of Social Education Curriculum at the Primary Level in Hong Kong”. In this phase, the contextual factors leading to the developmental changes of primary social education curriculum from 1967 to 1997 are traced and analysed so as to prepare grounds for a comparative study of the counterparts in Shanghai. The methodologies of documentary analysis and informal interviews are utilized to substantiate the induction approach that draws conclusion from various sources and data. It is hoped that this preliminary study will shed light on the phylogenetic accounts for the primary social education curriculum in Hong Kong, with particular emphasis on the external and internal forces that have interacted in shaping its changes.

This chapter reports on two studies conducted in both Hong Kong and Australia. The purpose of these research studies was three-fold: first, to evaluate the secondary business education curriculum; second, to explore its role in both Hong Kong and Australia, in order to determine the future directions in the light of perceived social, environmental, technological and political changes; and third, to make appropriate recommendations to policymakers in the respective countries. The results of the two studies demonstrated that the current secondary business education curriculum in Hong Kong and Australia has moved towards, but is not yet fully conversant with the need for, a paradigm shift from a predominantly skills-based curriculum to a dynamics-based curriculum. The notion of competence and its origin are discussed. A move towards a more holistic perspective of competence, that is, an interpretative-relational perspective is proposed and illustrated for business education. The introduction of competency standards for the clerical-administrative occupations in private industry tends to restrict the curriculum to the achievement of skills and outcomes, rather than move towards a broader base. It is recommended that the aims of secondary business education be under constant review; the image of business education be updated; there be an increased emphasis on vocational education, provision of resources, and opportunities for professional development for business education teachers. Implications for research, policy and practice including a business education curriculum based upon an interpretative-relational model of competence are drawn.
[Copyright © Springer Science+Business Media B.V. 2009.]

Business education has been offered in Hong Kong secondary schools for more than 50 years, and has gone through a number of key stages in response to economic growth. The key developmental stages are: (a) 1950s and 1960s, (b) 1970 to mid-1980s, (c) mid-1980s to 1999, and (d) 2000 to 2008. Another new stage of development will be implemented in 2009. This paper provides a historical review of the four key developmental stages, introduces the forthcoming new stage, and analyses and discusses the curriculum development of all these stages in line with the economic changes. It is recommended that pupils in different forms and at different academic levels be taught both generic business knowledge and vocational aspects of business to sustain Hong Kong’s economic success.
[Copyright © 2008 International Vocational Education and Training Association.]

This study identifies the meaning of students’ competence conceived by 26 secondary school business teachers in Hong Kong by using phenomenographic research and dicusses how these conceptions draw implications on business education. Findings show that students’ competence is seen as possessing: (1) work-based skills, (2) good subject knowledge, (3) professional attributes, (4) critical thinking ability, (5) practical experience, and (6) a belief in lifelong learning. These six conceptions are illustrated with sufficient extracts and further covered in three dimensions: performance, personal, and integrated. They are basically in line with the views on developing competent youth in knowledge-based society and empower the latest development of business education in a global sense.
[Copyright © 2006 International Vocational Education and Training Association.]

This study identifies pre-service business teachers' conceptions and ways of teaching business subjects by using phenomenographic and grounded theory research methods. All 25 students who were completing the Business Studies major of a four-year full-time BEd programme in Hong Kong were the research participants. The researcher observed how the participants conducted their business lessons in the practicing school, and asked them to describe good teaching of business subjects and the ways in which they taught. The participants displayed five conceptions of teaching business: (1) knowledge delivery, (2) cognitive skills development, (3) attitude and moral cultivation, (4) interaction promotion and (5) application enhancement. These conceptions were multi-faceted, and can be conceptualised into three dimensions: performance, personal and integrated. The two broad teaching approaches, teacher-centred and student-centred, were strongly related to the conceptions that the teachers held. Hence, it is recommended that pre-service teachers should be provided with up to date subject knowledge base and open learning environments to increase their understanding of teaching.
[Copyright © 2005 Common Ground, Christina, Wai Mui Yu.]

Psychologists have often been interested in the way individuals respond to and interact with the law. Socio-legal scholars have had a similar interest. This led to a stream of research that sought to identify the ‘legal consciousnesses’ of individuals as they experience legal ideas and situations. The study reported here sought to identify the ‘legal consciousnesses’ of a sample of Hong Kong adolescents in a unique socio-political context. The findings suggested that these young people possessed a ‘bounded’ legal consciousness indicated by their consistent support for obeying the law even when human rights were at stake. Nevertheless, they could envisage the possibility of questioning the law. Developmental and gender differences were identified in these attitudes.
[Copyright © 2009 Symposium Journals Ltd.]

This paper details how a successful school event, the Teen Entrepreneurs Competition, creates an authentic learning environment and builds up a win-win mechanism for enterprise education and business teacher education in the context of Hong Kong. The detail of this competition, including the rationale behind it, its features, organisation, timeframe, level of participation, outcome, benefits, and some ideas for future development are clearly outlined.
[Copyright © 2005 managementjournals.com Limited.]

Whole person development is an important aspect in the contemporary education. It is one of the education objectives of the HKSAR as shown in Aims of Edcuation(1993) and Educaiton Blueprint (1999). Although its importance is recognized by most educators in Hong Kong, few integrated curriculum of Whole person development is provided in local school systems. Hong Kong Institute of Education (HKIED) has attempted to provide Personal and Social Education (PSE) which is one of the integrative curriculum to achieve Whole person development to the student-teachers in the hope that they can implement PSE in local schools in future. To improve the teaching and learning and the curriculum development of PSE, a module evaluation was conducted at 1997 to collect feedback from students. 377 questionnaires were collected and analyzed. This paper reports the result of the evaluation and makes suggestion for the PSE curriculum development. The students' evaluation toward the module was good. They enjoyed the teaching and learning process. The module was systemic, relevant and practical. The reflection for the formation of full integrated curriculum of PSE in teacher education program and primary school are discussed. There is a need for the educators to develop and implement the concept of PSE in the local school context.