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.

There is a long history of higher education in Hong Kong with the founding of its first university, The University of Hong Kong (HKU), in 1911. Students enrolling in higher education courses in Hong Kong post Second World War were considered elite-type. Since the early 1990s, the age participation rate has increased to 18% for first degree courses, equalling to the expansion of approximately 50% in undergraduates. Changes have been apparent from elitist higher education to mass-type higher education. Another essential development in Hong Kong's higher education sector was the Chief Executive announcing in 2000 that age participation would be doubled to 60% within ten years. This paper aims to historically review the development of the higher education sector in Hong Kong. The problems associated with the processes involved and discussion related to the future development of this sector during this century will also be analysed.

Globalisation could be regarded as a human revolution that has been accelerated by the exponential development of information technology during the last century. It has brought about a growing concern over the exchange and internationalisation of education in various places. Hong Kong is an international city in the Asia-Pacific region and its Education Bureau (EDB) promotes the development of education internationalisation in many ways. This chapter looks at the phenomenon of internationalisation within education in Hong Kong in the following six aspects: higher education, the establishment of international schools, introduction of the International Baccalaureate, catering for the learning of non-Chinese-speaking children, the support provided to students learning English and the cultivation of an international perspective in students. It will also highlight new challenges that have been faced by the internationalisation of education in Hong Kong.
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In the era of educational change, the performance of middle-managers for schools development is critical. Much recent literature revealed that middle managers play an important role in school reforms (Blandford, 1997; Bennett, 1995; Fleming & Aamesbury, 2001). In Hong Kong, the EdB has specific job specifications for the middle managers, e.g., deputy headship, and coordination role in school curriculum, counseling and guidance, extra-curricular activities, etc. Usually each middle manager has to lead a group of teachers to achieve their goals assigned by the principal or the school management committee. The workload of middle managers in the Hong Kong primary schools has escalated dramatically with the implementation of a wide range of reform initiatives. In order to support the professional development of middle managers in primary schools, the Department of Educational Policy and Management of the Hong Kong Institute of Education started to offer a middle manager leadership programme in 2005. In addition to the systematic lectures and workshops, participants had to go through action learning which included role-play and action learning sharing. This paper aims to review the effectiveness of the programme, with special interest on action learning. Based on the empirical evidence from the semi-structured interview, participants reflected that they learned better in experiential in-service training.It seems that this kind of training is better for the professional development of middlemanagers in enhancing their ability on leading teams and management of school development.

The popularity of the Internet, global economic integration, convenient transportation, updated communication technology, businesses of multi-national Corporation, internationalization of university education, increase in immigrant population, and tourism development have brought people all over the world closer together. Under globalization, countries all over the world are undergoing reform in education system. The HKSAR government released the Reform Proposal for the Education System in Hong Kong in September 2000 and launched a comprehensive education reform in Hong Kong schools. This paper aims to review the development of the basic education reform in Hong Kong. It also addresses the significant development of kindergarten, primary and secondary education during this period.

Globalization is a human revolution caused by the information technology revolution in the last century. In the context of globalization, there is a growing concern over the educational exchange and internationalization of education in various places. Hong Kong is an international metropolitan in Asia, and the Education Bureau promotes the development of education internationalization in many ways. In order to analyze the practice of the internationalization of education in Hong Kong, this article analyzes and discusses six aspects in Hong Kong education: internationalization of higher education in Hong Kong, international schools in Hong Kong, the International Baccalaureate in Hong Kong, the support provided to students learning English, the cultivation of an international perspective in students, and catering policies for the learning of non-Chinese speaking children. It will also point out new challenges faced by the internationalization of education in Hong Kong.

School civic education has had the responsibility for developing local citizenship and shaping the role of S.A.R. citizens since the 1997 handover. An active citizenry is what a society aims to achieve in the development of modern citizenship. In the face of globalized competition and change, the future growth and development of a society rests greatly on innovative civic participation. The informal curriculum in Hong Kong schools provides a practice-based learning opportunity and milieu for participatory civic development. In examining the electoral participation of students' associations in schools, we can better understand civic learning in Hong Kong secondary schools. Apart from curriculum problems and difficulties, learning of participatory citizenship in school can help develop students' civic knowledge, skills and awareness. This article investigates participation in student union elections to find out how well participatory education is developed in Hong Kong secondary schools and discusses ways to develop civic education in Hong Kong schools.

Action research is a type of applied research. It is action-oriented and a form of professional development. It is conducted by practitioners and is geared toward the improvement of professional practice. Action research as a tool of inquiry can be used to discover solutions to discrete problems that emerge in any classroom or school. Presented here are three cases of action research that aim to improve areas of concern in teaching and learning at the individual subject, school and across-schools level. Queenie CHENG and her team present "The Action Research on Classroom Learning and Professional Development of Teachers" which is a subject-based action research; Stephen LUI presents a whole school action research, "Working on What Works: A Case Study to Improve the Effectiveness of a Government Secondary School in Hong Kong"; and Paul LEE, Siu -Wai WU and Peter TANG of The Hong Kong Primary Education Research Association present "Sharing and Action research on School Self-evaluation in Primary School", an action research project joined by nine primary schools. This symposium provides a chance for open discussion.