Many societies, including Hong Kong, allow for outsourcing curriculum delivery to third parties using government funds (state-funded ed-outsourcing). Previous research conducted in other contexts at the respective levels of government and schools suggests that outsourced education perpetuates or even aggravates the educational inequity observed in overall education. However, empirical research documenting the interaction between government policies and school-level practices is very limited, especially in the Asian context. Considering the great role played by context in shaping the impact of a policy, there is a need for research that addresses this gap. This paper, drawing on government documents on relevant policies as well as reports on grant use allocated for ed-outsourcing from a third of Hong Kong secondary schools, shows that while the government is trying to ensure educational equity through ed-outsourcing, some equity-related issues have remained. It also identifies the factors contributing to the equity landscape around ed-outsourcing and presents policy suggestions to ensure the equity of education provided in partnership with third parties. Copyright © 2019 Asian Productivity Organization.

To increase the competitive position in the higher education sector, management teams of self-financing institutions have to investigate critical factors influencing satisfaction of students studying at sub-degree and undergraduate degree levels so as to implement appropriate strategies in recruiting students. We adopted a model of Strategic Enrolment Management (SEM) to investigate student satisfaction on tertiary studies. 626 questionnaires were collected to investigate the critical factors affecting student satisfaction in studying self-financed programs. The findings revealed that marketing, admission, academic advising, career services, institutional research and peer influence are the critical factors affecting students' perceived satisfaction. The results provide insightful information and suggestions on how self-financing higher education institutions could improve student satisfaction and further strengthen their institutional strategies and management in increasing the competiveness. Copyright © 2018 International Economic Society.

Since 1997, the Hong Kong government adopted a ‘biliterate and trilingual’ language policy, aimed at developing biliterate (written Chinese and English) and trilingual (Cantonese, Putonghua and English) citizens. However, Hong Kong secondary schools did not have an agreed approach for this policy implementation, and the Medium of Instruction (MOI) arrangements have been controversial. In response, the government decided to fine-tune MOI arrangements for secondary schools in 2009, allowing them the flexibility to decide on appropriate MOI arrangements. This paper reports on a case study of the trilingual education approach of a Hong Kong secondary school after the introduction of the fine-tuning policy. Research methods employed include questionnaire surveys, interviews and analysis of recorded lessons. Research findings suggest that various factors need to be considered when adopting a trilingual education approach. First, students found it more appropriate to use Cantonese than Putonghua as the MOI for teaching Chinese Language, and the effectiveness of using Putonghua as the MOI (PMI) was questioned by Chinese Language subject teachers and the principal. Second, although some subjects such as Integrated Science and Mathematics were taught using English as the MOI, mixed code is prevalent in classroom teaching. Third, the importance of using the mother tongue in teaching is emphasised. It is hoped that this study will shed light on how trilingual education can be implemented effectively in secondary schools. Copyright © 2020 University of Westminster Press.

粵港澳大灣區項目,在針對教育方面的內容,皆在十九大報告、習近平視察廣東重要講話、兩會中所提及並有所強調。本文主要闡述了灣區在教育建設方面的重要性及其意義,並結合國外三大灣區的特點,對粵港澳大灣區教育建設提出各方面改進措施及建議。

高校創新創業教育是我國建設創新型國家、培養和造就具有國際水平的戰略科技人才的重要舉措。自2012年香港城市大學開展"重探索、求創新"課程教學改革以來,在教學質量、學生就業和學生創新競賽獲獎方面都有較大幅度的提升。在改革的過程中,香港城市大學探索出建立上下雙向互動、契合辦學目標、注重課外實踐創新、重視結合專業知識創新和開展跨學科合作,以及保障學生知識產權等創新創業教育課程改革的實踐路徑。相比之下,內地高校也應明確創新創業教育的課程教學體系和培養目標,加大創新創業支持服務力度,搭建創新平台,制定學校知識產權保護條例,為建設創新型國家添磚加瓦、貢獻力量。

《粵港澳大灣區發展規劃綱要》強調推動粵港澳高校教育合作發展,這為廣東高校留學生教育發展帶來新一輪戰略機遇期。在"一帶一路"倡議的大背景下,文章結合當前廣東高校留學生教育發展的現狀,分析了粵港澳大灣區建設下廣東高校發展留學生教育的優勢,立足區域優勢互補的原則,立足高校合作共贏的理念,提出一系列切實可行的發展對策。以期廣東高校能牢牢把握這次契機,發揮政策優勢,謀求自身發展,推動留學生教育發展,提升高校整體國際化辦學水平。

從當前城市群的布局和產業優勢來看,粵港澳大灣區應當堅持多中心的發展定位。作為為城市和產業提供主要人才支撐的粵港澳大灣區高等教育集群,其發展路徑應當與大灣區多中心的發展定位相符。多中心的發展定位對高等教育集群的挑戰主要集中於兩大層面——創新與協同。融合創新理論主張以多要素的"組合"達至創新,粵港澳大灣區高等教育集群應當發揮"區域""人才培養""社會服務""體制機制"等要素的組合優勢,走融合創新之路應對挑戰。一是推進"區域+體制機制"的融合創新,高等教育配合區域分工進行錯位發展,並建立共同體合作機制,支撐多中心的城市群發展定位。二是推進"區域+人才培養+社會服務"的融合創新,支撐多中心的產業群發展定位:高水平大學走"開放式創新"之路,主要與珠江東岸的科創業和金融業同頻共振;應用型本科和高職院校走產教融合創新之路,主要為珠江西岸制造業提供堅實支持。

香港是世界經濟樞紐,職業教育有其獨特之處。香港特區經濟、社會形勢的變化促使特區政府高度關注職業教育的發展,加大宣傳力度重塑職業教育形象,同時加強教育界與行業的合作以及完善質量保障體系。香港職業教育的變革走向對中國內地職業教育具有重要的指導價值,包括轉變政府定位,變革職業教育財政投入模式;營造友好的社會氛圍,樹立職業教育的全新形象;推動職業教育與產業界的合作;全面提升職業教育內涵。

香港學前教育呈現出"開放多元、發展快、普及率高、質量高"的特點。在近20年裡,香港學前教育的快速發展和高入園率與其持續增長的以政府為主體的學前教育投資及免費學前教育制度密不可分,政府資助與監管相結合的助管模式更有效地推動了學前教育的辦園規範和優質發展。

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。