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.

This paper aims to analyze the impact of the return of Hong Kong's sovereignty to China on the secondary school curriculum. The author argues that curriculum controls, such as curriculum guidelines provision, subject content selection and textbook selection, will be the tools for influencing the curriculum. It is concluded that the definition of curriculum is to be much determined by the state bureaucracy.

In this article, the authors review the guides published by the Curriculum Development Council in 1992. There are four documents which provide guidance to schools on the curriculum for each formal schooling: Kindergarten, Primary, Secondary, and Sixth Form. Critical comments on each of these documents are given by the authors.

The paper reports a study that aims to compare Hong Kong student teachers' perceptions of the aims and objectives of their teacher education courses with the aims and objectives stated in the official course prescriptions. The results suggest that the two do not align because the students view education as a product and fail to recognize the importance of the overall education process.

The paper analyzes through a historical perspective the impact on the school curriculum on the return of Hong Kong's sovereignty to China. The authors argue that the transition has had a significant impact on the intended curriculum due to attempts by the departing colonial government to reform the curriculum. However, these reforms have had a limited impact on the implemented curriculum, which has been more strongly influenced by the emergence of a market in which schools compete for academically more able students.