Tertiary education in Hong Kong has a long history. In 1911, The University of Hong Kong was the first university to be founded. The enrollment of tertiary education in Hong Kong after the Second World War was considered elite-type. The participation rate increased to 18% for first-degree courses, an expansion of approximately 50% in the undergraduate student population, during the early 1990s. Over time, it has changed from elitist to mass-type tertiary education. Another essential development of Hong Kong’s tertiary education system was a past Chief Executive announcement in 2000 to double the number of students participating in tertiary education up to 60% within ten years. This chapter aims to look historically at the development of tertiary education in Hong Kong and the impact of internationalization on its universalization. It also analyzes the problems in processes and discusses the sustainable development of tertiary education in Hong Kong this century. Copyright © 2022 Springer Nature Singapore Pte Ltd.

Recent years have witnessed changes in the curricula used in Hong Kong international schools. Primary schools of the English Schools Foundation (ESF) and several in the private sector were previously using the National Curriculum of England and Wales (NC). The curriculum, however, was replaced with the International Baccalaureate's (IB) Primary Years Programme (PYP) in all ESF primary schools and in the international school discussed in this chapter. First-hand experiences as a primary classroom teacher during and after the transition phase with regard to the implementation of the PYP shall be discussed. Parents in terms of their initial concerns regarding lack of assessment and students in terms of adapting to changes in teaching style and the choices they had in personal learning approaches will also be discussed. Copyright © 2017 Springer Nature Singapore Pte Ltd.

Most of the educational reading material primary-aged students read at school tends to fall within the informational text genre. Informational text has schematic or organizational characteristics that readers need to be access. Ability to understand informational texts (Duke, 2009) has been shown to support students with fictional text comprehension (Soalt, 2005) leading to higher reading achievement (Kletzien & Dreher, 2004). Three quasi-experimental studies investigating reading comprehension test score gains of first and second language (L1 and L2 respectively) English international primary school students (Years 2 and 6) in Hong Kong were conducted. Students were randomly assigned to one of two teaching interventions; one focused on teaching informational text schema and the other on English vocabulary building. Reading comprehension gains were measured using the Assessment Tools for Teaching and Learning (asTTle) program and researcher-designed cloze fiction and nonfiction tests. Meta-analysis of the multiple measures and treatments found greater comprehension and cloze performance due to the teaching of informational texts compared to vocabulary training; though this was more pronounced for students with English as L1.