In the previous literature on gifted education in Hong Kong, there has been little mention of special schools for gifted and/or talented students in Hong Kong except for GT College, Hong Kong's first college for the gifted. Some notable researchers in gifted education in Hong Kong have described the college briefly with regard to its admission policy but have not discussed its programmes. The present article aims to provide a more extended introduction about how GT College successfully nurtures its gifted and/or talented students to become future leaders in Hong Kong. The present article comprises a systematic overview of the historical developments of gifted education in Hong Kong. This is followed by a historical review of GT College. Then, GT College's learning and teaching philosophy is addressed followed by its innovative curriculum for gifted and/or talented students--Talent Development Programmes and Youth Development Programmes.
[Copyright of Gifted Education International is the property of Sage Publications Ltd..]

This study examines the influence of the colonial experience (1945-1997) on the planning of secondary technical education in Hong Kong. Specifically, the origins of secondary technical institutions and their positioning in secondary education are examined. Primary source materials are used as the basis of investigation and analysis, supplemented by secondary sources. The study finds that the origins and form of secondary technical education in Hong Kong mirrored those of secondary technical education in the British tripartite school system (grammar, technical, and modern). The breakdown of the tripartite school system in Britain might have led the colonial government not to adopt the full British model of secondary technical education. Nevertheless, the British tripartite school system had a long-term impact on the development of secondary technical schools in Hong Kong. Following the end of colonial rule, the Hong Kong Special Administrative Region government initiated education reform, which brought an end to curriculum differentiation by school types (grammar, technical, and prevocational) and replaced it with comprehensive education.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13636820.2011.561929]

To enhance the cost effectiveness of primary schools, the government of Hong Kong imposed a regulation for operating primary one classes up to a minimum enrolment rate in 2003. This policy has forced a number of village schools to cease operation. During 2005–2006, 36 of them were involved in this enforcement, accounting for two-thirds of the total number of such schools, causing a possible extinction of them. This paper is part of a research project with the purpose of tracing the history and development of village schools in Hong Kong since the 1930s and 1940s. Adapting Bourdieu's concepts of habitus, capital and field, this paper examined the village school context of Hong Kong from a socio-historical perspective and examined how the context was related to leadership characteristics of village school principals. Related issues were also discussed. It is hoped that the study has suggested a direction for understanding principal leadership within different school contexts.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13632434.2011.587410]

This article examines how interest groups in Hong Kong have politicised national history, an unpopular school subject, for their own political ends and allied themselves with the PRC against the SAR government and its policy of not making it a single, independent, compulsory core subject in the school curriculum. The article argues that this has been made possible by the 'One country, two systems' administrative structure.
[Copyright of Curriculum Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09585176.2011.550764]

Hospitality and tourism management programmes are widely available in Hong Kong. At present, there is no official publication on the history and development of higher education in hospitality and tourism management in Hong Kong. This paper aims to review the history and current status of hospitality and tourism higher education in Hong Kong, focusing on the programmes offered at sub-degree, degree, and post-graduate degree levels, and to explore future directions for its development.
[Copyright of Journal of Teaching in Travel & Tourism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1300/JI72v05n01-07]