The current COVID19 pandemic has required several, mostly at short notice, school modifications. School leaders and educators have always worked in a complex world to ensure continuity for students, families, and communities. This notion has contributed to controversies about when schools should be closed; what actions, protective measures school leaders should take to benefit the school community without stopping teaching and learning opportunities for students. In this study, we explore how leadership in the early childhood education sector in Hong Kong is coping during this period to build resilience. This paper uses constant comparative analysis to illustrate the role of school principals' immediate reaction, short-term recovery, and time for reflection. The data collected from surveys and interviews are organised through coding, and themes were generated and further supported by case studies from the field to develop conceptual understanding. The article closes with a conceptual analysis that focuses on three sets of factors: dispositional, emotional, and contextual, to explain the changing role of ECE principals in uncertain times to develop resilience in teams and the ECE community. Copyright © 2021 the 9th European Conference on Education.

This thesis explores multiple relationships among school missions, developmental programs, and the spiritual well-being of students and teachers at 5 Hong Kong secondary schools in which only 3 schools namely an Anglican school (School A), a nonreligious school (School B), and a Catholic school (School E) were selected for further case study according to their quantitative results and school management approval.A mixed methods approach was applied to examine these relationships. A quantitative instrument, the Spiritual Health and Life Orientation Measure, was adopted to assess the spiritual well-being of 2,125 students and 96 teachers. Statistical results revealed that students from School E showed the most highest level of spiritual well-being, followed by School A and then School B, with significant differences observed among the three schools. Teachers’ spiritual well-being were also ranked in the same order of School E, School A and School B but the differences were not significant.A qualitative investigation involved a textual analysis of school documents including the guidelines of school sponsoring bodies and the schools’ mission statements (first-order documents), as well as their school development plans and annual plans (second-order documents). Individual interviews with principals and teachers (n = 21), focus group interviews with senior students (n = 31), and school visits for ethos observations were conducted to identify daily practices and real interactions indicating the influence of developmental programs, teachers’ values, and the schools’ mission statements on the nurturing of the students’ spiritual well-being.The content of developmental programs was found to be closely related to the content of the schools’ mission statements and the values of the schools’ sponsoring bodies. Positive relationships were observed between the number of developmental programs at the schools and the students’ level of spiritual well-being. For all 3 schools, both the

在一國兩制之下，香港這個中國特別行政區定位為一個亞洲國際都會，是全球的金融、商貿和航運中心。培育具國際競爭力的人才營運這國際都會，香港教育要有適度的國際化。香港特區政府一直推動教育國際化，其中一個策略是為中小學生提供學習英文的機會。為了分析香港教育國際化的近年發展情況，此文對香港的高等教育國際化、境外研究生、國際學校、國際文憑課程及學生交流等五方面作出論述，從而探討香港教育國際化特色及其面對的挑戰。Under “one country, two systems”, Hong Kong as a Special Administrative Region in PRC is positioned as an Asian cosmopolitan city and a global financial, commercial and maritime center. Fostering international competitiveness of personnel operating this international city, Hong Kong should have education internationalization modest. The HKSAR Government has been promoting the internationalization of education, one strategy is to provide an opportunity for the students to learn English. In order to analyze the development of the internationalization of education in Hong Kong, this article discusses the five aspects, i.e. internationalization of higher education, overseas graduate students, international schools, international diploma courses and student exchanges, so as to analyze the characteristics of Hong Kong's education internationalization and the challenges it faces. Copyright © 2020 香港教師中心.

This chapter aims to examine the unique challenging policy environment confronting Hong Kong schools from the perspective of neoliberal discourse and to reveal the reactive, as well as strategic responses of school leaders and teachers in coping with these challenges. As we argue, driven by the global trend of striving for international competitiveness in education and economy, Hong Kong's schooling is no exception to other systems that manifest signs of neoliberal normalization. Based on a systematic and critical analysis of the history and socio-political context of Hong Kong's public schools, this chapter discusses the major challenges faced by these schools which are inflicted by neoliberal discourses of reform, namely school governance, privatization, budget cuts, and performativity. The results of our analysis show that Hong Kong has not followed suit the western trajectory of neoliberal development but has developed its own path in response to its unique historical, cultural, and economic context. Copyright © 2021 Taylor & Francis.

There currently is a very vibrant discussion about international trends in education. A ripple effect is influencing common new government initiatives in mainstream schools around the world. This paper suggests that whilst such initiatives have excellent government led policy support, special schools are open to absorb what they can. These initiatives are frequently ignored as special schools seek to cope with the special needs challenges. These new internationally recognised initiatives will require teachers to appreciate the need for a paradigm shift to change their prevailing pedagogical practices. Special school education must match these trends for they can offer exciting new understandings of student ability if the teachers can appreciate and apply the principles of individual self-determination rather than dealing with the shroud of disability. It is time for a paradigm shift in the pedagogy of special education. Copyright by Special Education Society of Hong Kong Limited. All Rights Reserved.