Career and Life Development (CLD) (or ‘Career Development and Life Planning’) refers to a big spectrum of educational practices that aims to help young people embraces a holistic and comprehensive process to plan one’s life and actively implements the goals determined in own social context (Leung, 2005). It usually comprises of three aspects of education: (1) self-understanding, (2) knowing the dynamic world of work, and (3) nurturing reflective habits of mind about own future career pathways or personal planning. The aim of this study is to analyze school-based CLD effectiveness in Hong Kong by adopting a school improvement instrument, ‘the Hong Kong Benchmarks for Career and Life Development’ (HKBM) which is initiated by CLAP@JC, with close reference to the world-recognized framework in the United Kingdom, the Gatsby’s Benchmarks for Career Guidance (Holman, 2014; Holman & Yip, 2020). Using HKBM, whole school self-evaluation was conducted by CLD leaders in each school under support from teams of ‘critical friends’ (Swaffield & Macbeath, 2005). After examining the HKBM dataset collected from 44 secondary schools, key findings are: (a) effective CLD provision requires a visible and stable policy with strong school leaders’ backing; (b) schools are offering insufficient opportunities of career-related experiences and one-to-one personal guidance on CLD, despite the backing from government policy since 2014. There are implications to policies in terms of School-Business Partnerships, and to strategic planning and implementation of school-based CLD. Copyright © 2021 HKERA-APERA International Conference.

Despite its continuing rise, homeschooling in Hong Kong and many other Chinese cities is under-studied in academic research, underrepresented in society, invisible in public policy, and even marginalized within parent communities. Unlike many cases in Western societies, homeschooling in Hong Kong appears to be largely a ‘middle-class phenomenon’—better-off Chinese parents in Hong Kong can draw on their resources and navigate opportunities in the existing legal framework so that homeschooling is a viable option for their children’s education. Putting this phenomenon into a wider context of stratification and inequality, alternative middle-class choice and practice that ‘opt out’ of a traditional school system to homeschool their children problematizes our common sense understanding of middle-class trajectories. For instance, would these middle-class parents fear any loss of educational privilege that they would otherwise have in a traditional school system? Or, conversely, would these parents think that homeschooling is ideally suited for their children, who, in turn, may gain even more ‘home advantage’ over their schooled peers? Or would these parents pursue alternative forms of aspiration and privilege for their children? With these questions in mind, this study explores how Chinese homeschooling parents perceive and make sense of their homeschooling choice, with emphasis on the relation to social class. Data were drawn from in-depth interviews with 15 homeschooling families in Hong Kong. We will discuss the preliminary findings of this study and the theoretical implications for how Chinese homeschooling phenomenon constitutes the analytical leverage for theorizing a relatively unexplored area of middle-class reproduction processes. Copyright © 2022 British Sociological Association.

The study focused on Hong Kong mathematics teachers’ personal experiences and challenges in online teaching during the COVID-19 pandemic crisis. A SWOC analysis is adopted. Results showed that they tried to offer e-learning as an alternative mode of teaching to maintain the education service within the pandemic. Hong Kong teachers tended to focus on external factors rather than internal factors in the initial period of online teaching. They agreed that there was a paradigm shift in the role of teaching during the crisis. They were commonly building a sufficient level in using technology, but this was not equivalent to be competent in achieving instructional goals. Mathematics teachers’ professional knowledge is influenced by their personal online teaching experiences. Their attitudes and beliefs are crucial factors in the role and effectiveness of using online teaching. Copyright © 2021 left to authors.

Concerns of equity with respect to the community college model in East Asia persist in educational research. In this study, we described and analysed students’ “lived experience” in community colleges in Hong Kong in terms of the “warming up” or “cooling out” of their educational desire. Semistructured interviews with 14 graduates of community colleges in Hong Kong were conducted to determine how their experiences at community colleges affected their educational expectations and the extent to which community colleges help students reconsider their educational disadvantages in a competitive, meritocratic and massified higher education system. The qualitative interview data were inductively thematised into four aspects of college experience in relation to their educational expectations. The data revealed that Hong Kong’s community colleges help some students develop their capabilities and change their educational expectations through democratic admissions, liberal pedagogic environments, learner-centred formative assessment and student services for strategic university articulation. Rather than cooling-out students’ educational desire (characterised by gradual disengagement, objective denial, alternative achievement), community colleges in Hong Kong provide a second chance for failing and disadvantaged students to pursue a university education, but this warming-up function applies only to students who benefitted from the liberal mode of assessment and discovered and developed their academic capabilities in their college experience. The paper ends with a critical analysis of the problem of such warming up of educational desire and the extent to which community colleges can empower disadvantaged students for a good life. Copyright © 2022 The Australian Association for Research in Education, Inc.

How can higher education institutions promote online education effectively? While education technology literature has offered various pedagogical prescriptions, inadequate attention has been paid to the individual-level factors that facilitate or prevent participant engagement, such as their e-readiness, work style, and work-life balance. Using data from a unique online survey of teachers and students in the three sites of Hong Kong, London and Singapore, this paper seeks to explore the ongoing experience of online education under the COVID-19 episode in a comprehensive manner that covers both perspectives of instructors and learners. It seeks to understand what kind of university-level support is available and how they are received by respondents, which offers timely insights as an unprecedented number of universities around the world are being pushed to embrace online education. Preliminary results suggest that while technological support is necessary, it needs to be supplemented by other policy instruments, such as flexible deadline and assessments or wellbeing and distressing advice, so as to help tackle the challenge of balancing teaching/learning with caring responsibilities while working/studying from home. Copyright © 2020 APPAM.

Objectives: Interprofessional education (IPE) harnesses the power of teams to facilitate collaborative learning across disciplines. However, prior research has not paid sufficient attention to the role of team-level factors on IPE outcomes, posing a major theoretical and methodological limitation. In response to this, using social interdependence theory (SIT), this study aimed to delineate the independent contributions of both team-level and student-level interprofessional attitudes (teamwork, roles, and responsibilities; patient-centeredness; and community-centeredness) in predicting IPE collaboration outcomes (goal achievement, team effectiveness, and team performance) employing multi-level analysis.Methods: To test whether interprofessional attitudes at the team and student levels predict IPE collaboration outcomes, conducted multilevel modeling. We used the pretest and posttest data from 323 healthcare students in Hong Kong from Chinese medicine, medicine, nursing, pharmacy, and social work programmes enrolled in the IPE Cancer module.Results: Among the interprofessional attitudes, “teamwork, roles, and responsibilities” was found to be the best predictor of IPE outcomes, both at the student and team levels. Students who recognized the benefits of shared learning had better goal achievement and team effectiveness. Furthermore, teams that emphasized shared learning also had better overall team performance.Conclusions: Students' attitudes towards teamwork, roles, and responsibilities in interprofessional collaborative practice, both at the student and team levels, are important to attaining positive student- and team-level outcomes. The study contributes to the expansion of existing knowledge in medical education, theoretically, by adopting SIT as a lens through which collaborative learning in healthcare teams can be understood, and methodologically, by applying multi-level approaches and delineating important student- and team-level predictors of IPE outcomes. Copyright

The COVID-19 pandemic has brought various challenges to the education domain globally. This study examines how a group of non-local university students studying at EMI universities in Hong Kong adjusted to the dominant online mode of learning and communication based on their lived experiences in learning and intercultural social networking during the pandemic. Employing the theory of digital literacies and Bourdieu's concepts of habitus and capital, we show how students expanded, redeveloped and transferred existing awareness, knowledge, competences and practices to engage in a range of digitally mediated academic and social activities in this condition. We conclude by discussing how the findings may inform refinement or readjustment of digitalized/zing international higher education. Copyright © 2022 Elsevier Inc. All rights reserved.