This paper attempts to argue that using market forces to raise education standards casts doubts to quality education, although this is seemingly an international trend, for such practice presents challenges to many issues such as equity. Using Hong Kong as a case, the paper analyses the practices of quality school education by focusing in particular on the difficulties that newly arrived children encounter. A multi-level framework is employed to critically examine the current government policy on quality education with reference to nine schools from five levels: individual student, institutional, government, societal and professional learning community. Discrepancies between policy goals and school practices are highlighted. The paper then addresses options for improvement and consideration if quality education is to be the hallmark of Hong Kong schooling.
[Copyright of International Journal of Inclusive Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13603116.2010.481430]

This article examines the quality of Hong Kong's sub-degree level education provided by the self-financing institutes in terms of its impact on the earnings of workers, based on Hong Kong's 2006 by-census data. Education is an investment in human capital that enhances the productivity of workers and increases their lifetime incomes; and a more productive investment will produce a higher rate of return. The effects of education on workers' earnings can be regarded as a proxy for measuring the quality of education undertaken. This study shows that, as regards earnings, and therefore (indirectly) quality, the quality of sub-degree level education provided by some self-financing institutes is statistically significantly lower than that provided by publicly-funded institutes.
[Copyright of Journal of Higher Education Policy and Management is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1360080X.2012.689180]

Background: Hong Kong, Macau and Singapore are the top five cities/countries with the cheapest fixed line broadband as proportion of monthly income. It is interesting to know that several decades ago, they were still among the list of developing nations, struggling for survival and relief. However, they are climbing to the top in ICT development now.
Aims: This paper reviews the ICT development in school education of Hong Kong, Macau and Singapore with respect to their social, geographical, and economic backgrounds. Johannessen's three orders of benchmarks are proposed for the comparison.
Method: Literature reviews on recent reports, research articles, books and internet data were used to understand the current situation of the ICT development in education for Hong Kong, Macau and Singapore.
Conclusion: It is clear that these three cities' determination and relative amount that had invested in the development of ICT in education were enormous when compared with the US investment. Among these three cities, the investment of Singapore has been much larger than the other two. Singapore's apparent leading in the development of ICT in education is not an accident, especially for the first benchmarks. For the second and third benchmarks, Macau lags behind Hong Kong and Singapore, this is partially due to Macau education system is comparatively much liberal than the other two.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Association is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz's (1985) conception of "moving" and "stuck" schools as a framework for thinking about school improvement, this study examines the learning outcomes of 39 Hong Kong secondary schools over a 3-year period. We examine whether features of leadership and school capacity differed with respect to these learning outcomes within the sample of moving and stuck schools. This research in Hong Kong has identified several factors that appear to synergistically contribute to differences in patterns of improvement in learning across different subjects in both moving and stuck schools. These factors include resource management of principals and school capacity in terms of professional learning community; workload of teachers; alignment, coherence, and structure; and resource capacity. This study extends the research on leadership and capacity building as a means of school improvement, in the process elaborating on their impact within a non-Western society.
[Copyright of Peabody Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0161956X.2012.664474]

Background: There is currently ongoing debate in Hong Kong between the teachers' union and the Government on the reduction of large class size (typically more than 40 students) in secondary schools and whether smaller class sizes might facilitate improvements in teaching and learning. In fact, many Hong Kong secondary schools have already started to experiment with class size reduction. This study seeks to investigate from the students' perspective how class size reduction might alleviate one key psychological aspect of learning in Hong Kong and Asia, namely language learning anxiety. Research has shown that language learning anxiety can have a debilitating effect on students' classroom behaviour, and this study seeks to examine whether exposure to learning in a smaller class informs such findings.
Purpose: This small-scale exploratory study aims to examine whether, and how, class size reduction might help to alleviate language learning anxiety, which has long been seen as an obstacle to second language acquisition.
Method: This study employed multiple case studies in four Hong Kong secondary schools. Each case constituted one teacher teaching English language to first language Chinese students in a reduced-size class (where class size was between 21 and 25 students) and a large class (where class size was between 38 and 41 students) of the same year grade, and of similar academic ability. Multiple interviews were conducted with the four teachers, and data stemmed from group and individual interviews with 231 students. Student interview questions focused on their perspectives and experiences of studying in large and reduced-size classes. A total of 78 lessons were also observed across the four case studies. The data were analysed to identify any emergent patterns and themes.
Findings: The research findings indicate that students reflect on their experiences of studying in reduced-size classes in a mature and confident way. Students reported that smaller