In the 21st century, financial literacy is an important survival skill. Empowering school children to make sensible financial decision-making has become essential. A financial competency framework (FCF) describes a set of essential financial competence (FC) elements that inform people with the financial knowledge, skills, attitudes, behaviors, and motivations to implement and assess their personal financial literacy, which is a solid means for coordinating financial education (FE) in schools. However, in Hong Kong, FE in schools is scattered across some subjects and insufficiently embeds the relevant FC elements listed in its FCF. Hence, this study first conducted a literature review on the importance of FE in schools and the use of FCF in school FE, and took Hong Kong as an illustrative example for reviewing the use of its FCF in the school curricula through curriculum mapping and suggested ways for advancing FE in schools. It was found that most FC elements are relevantly well mapped with various learning themes or subjects especially for the Self and Society learning theme in kindergarten, General Studies in primary subject, and four secondary subjects, including Life and Society, Technology Education, Life Planning Education and Career Guidance, and Business, Accounting and Financial Studies. These FC elements can be further coordinated with a school implementation guide, teacher training plan, and assessment tools to advance the FE in Hong Kong. Copyright © 2022 The Chinese University of Hong Kong.

Capacity building is a term widely used in relation to different organisations and public institutions for improvement. This chapter aims to discuss how RE can be better sustained through capacity building at the individual, institutional and societal levels by comparing the RE practices amongst a local university, the Education University of Hong Kong and some universities in United Kingdom, including the University of Manchester, University of Sheffield and the University of Cambridge. It is expected that a better understanding of the relationship between capacity building and RE advancement, including both its credits and limitations, can be achieved through this chapter. Suggestions for further strengthening RE in universities by capacity building in the three different levels will be recommended. Copyright © 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

This chapter, from a student’s perspective, reports on a descriptive and exploratory analysis of a Hong Kong (HK) undergraduate’s transformative growth through her 4-year residential experience in the United Kingdom, Canada and HK respectively, using the “Attitude-Skills-Knowledge (ASK)” educational model which proposes that a person’s ability is the synergy among the three domains. The chapter will first highlight the undergraduate’s use of the ASK model in decomposing her experience into three learning categories. Then, it will include her personal reflection on how her learning synergistically equips her with transferable learning outcomes. In conclusion, plans for how stakeholders at different levels can help promote the ASK model to facilitate student residents’ growth will be presented. Copyright © 2022 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

Aim: To enable participants to understand the latest development of teacher education in Hong Kong, this paper aims to: (1) review the literature on the Hong Kong Teacher Competence Standards (TCSs) and the standards' implications on teacher education; (2) outline how the field experience (FE) learning framework with the application of electronic portfolio was developed to meet the TCSs; (3) report the pilot studies on the framework; (4) discuss how the framework enhance student teachers’ learning in FE; and (5) conclude and recommend the further development of the framework.Content: To uphold a high standard of teacher education for the benefit of our society, the public is greatly concerned with whether or not teachers can meet Teacher Competence Standards (TCSs). Field Experience (FE) is a cornerstone of teacher education that interconnects with theory and practice to achieve the most effective learning outcomes and meet the TCSs. An outcome-based FE learning framework was developed with an emphasis on using an electronic portfolio (ePortfolio) as a lifelong professional development tool in the context of Hong Kong. This paper will outline the design rationale, development process and three-round pilot studies of the framework after reviewing the literature on TCSs and the standards’ implications for teacher education. The findings of the studies show that the framework facilitates the student teachers to demonstrate their achievements of a teacher's holistic work in school with the learning activities used in the ePortfolio, in turn, to meet the core domains of TCSs despite some of them found difficulties in understanding the school context and applying theories. How the framework enhances FE learning will be critically analysed from the TCSs and professional development perspectives, and followed by recommendations on future development of the framework for meeting the TCSs.The Ambition of Teacher Education: This paper echoes the cutting edge and innovative practice

Financial literacy is a multicomponent construct comprising financial knowledge, attitude, behaviors, and well-being. Financial literacy in young people helps them to achieve financial independence and escape from intergenerational poverty. Recent assessments, however, reveal that youth financial literacy is unsatisfactory. Financial education should be provided for students during secondary school as a natural context in which to establish young people's financial literacy. Empirical evidence from randomized experiments studying the impact of financial education on secondary school students, however, is limited. To address this research gap, we performed a randomized experiment with 270 Form-3 (U.S. equivalent Grade 9) secondary school students in Hong Kong. Structural equation modeling (SEM) results demonstrated that objective financial knowledge, financial attitudinal variables, and financial well-being variables could converge into the latent construct of financial literacy, while all financial behavioral variables converged into another latent construct of financial behavior; of note, the two latent constructs were not significantly correlated. SEM results also revealed that our financial education program significantly improved financial literacy, but did not have a significant effect on financial behavior in the short term. These findings contribute to existing financial literacy research by facilitating more accurate measurement and detailing the near-term effects of financial interventions at the adolescent stage in young people. Copyright © 2019 The Author(s).

The UNESCO Institute for Lifelong Learning (Conference report, international conference on learning cities, October 21–23, Beijing, China, 2014) has promoted the idea of the learning city which highlights inclusive, lifelong learning and learning for and in the workplace as well as emphasizing quality and excellence in learning involving the use of modern technologies and the revitalization of learning in families and communities. In this chapter, we focus on the emergence and evolution of entrepreneurship education (EE) in Hong Kong, seen as a city region. In particular, we address the importance of partnerships and the participation of various stakeholders in providing quality learning opportunities. Very few studies have addressed the needs and approaches required for the continued delivery of EE programmes and activities in a sustainable way. After reviewing the literature relevant to EE, we draw on experience in Hong Kong to discuss how EE can be continued over a sustained period of time so as to create wider ranging impacts that match higher level objectives other than those at the individual level.

Aim: The paper reports the findings of a study on teachers’ perception of professional development (PD) activities in the context of Hong Kong secondary schools. Drawing on the findings, the characteristics of a sustainable approach to teacher professional development are identified. Content: The study adopted a mixed method design. The study aims to identify the major types of PD activities participated, types of reflections mainly adopted, and the most effective format of PD activity as perceived by teachers. A total of 636 teachers from 16 schools participated in the survey. Further, 30 teachers from 13 schools participated in the follow-up interviews. Quantitative findings revealed significant differences in perceptions on PD activities participated, influence of PD on teachers’ teaching capacity and the effectiveness of the PD activities among teachers at different stages of professional experiences, and those with different amount of administrative responsibilities. On the one hand, novice teachers with less than seven years of experience were more frequently involved in PD activities than the more experienced group. They also considered peer collaboration as an important element in improving teaching and learning. However, experienced teachers (with more than 25 years of teaching experience) were more concerned about the development of teaching expertise. Further, findings also showed that teachers with administrative responsibilities considered all aspects of PD activities important. Qualitative findings suggested that the most frequent form of PD was one-off training workshops and seminars. However, pedagogical knowledge obtained from these workshops was perceived as too theoretical. Second, the type of PD that informed teachers’ reflection and their practice was lesson observation or appraisal activities which include lesson observation. The third type of PD was the most effective when teachers with different levels of teaching experiences form

This paper explores role of core values in the brand building processes of higher education institutions (HEIs). The research findings from looking at two universities in Hong Kong show that there are few, if at all, common core value across universities both hierarchically (organizationally and departmentally) and functionally (student offices and academic departments). Interestingly, however, all of the units in the study have their own set of core values directing their branding strategies. These core value-directed branding strategies are linked to the university missions. Consequently, it is possible to suggest a university mission-oriented brand building processes with core value-directed branding strategies. It is argued that universities who hope to balance public good as an educational institute and pragmatic aspect, i.e. competing for funding may get some hints from the results of this study by applying some values or core values in the pragmatic university missions and visions.
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