Private tutoring is one of the unintended outcomes of high-stakes testing and has become a widespread global phenomenon. It is called shadow education because it mimics the mainstream curriculum. From the critical perspective, this study investigated the role of private tutoring in a context of high-stakes testing through Interpretative Phenomenological Analysis. It explored 18 Secondary Six (Grade 12) students’ reflections on their learning experiences in private tutoring in Hong Kong for one year. Conceptualized with Freire’s Pedagogy of the oppressed, the findings reveal that while students are being oppressed in the washback of high-stakes testing under neoliberalism, shadow education further oppresses the students by (1) intensifying the “banking” concept of education, (2) teaching as the “authority”, (3) emphasizing performativity and (4) offering “false generosity”. The findings provide implications for potential educational change in contexts where education systems increasingly rely on accountability and selection through high-stakes testing. By problematizing the role of private tutoring through the conceptual lens of oppression, the study calls for research to take a closer look at the impact of shadow education on learners’ experiences in the current neoliberal era. Copyright © 2020 National Institute of Education, Singapore.

Past studies have supported the view that parent background and family socioeconomic status determine the post-secondary educational expectations of adolescents. They build on Pierre Bourdieu’s social reproduction theory, but do not fully explain why some adolescents aspire to post-secondary education and some do not. The capability approach adopted by Amartya Sen, uses the concept of agency to address such individual differences and ‘capability to aspire’ may explain educational transitions. The data for this study is drawn from PISA 2012 and its longitudinal extension study of adolescents in Hong Kong. Results of logistic regression analyses suggest that the reproduction effects through school socioeconomic composition and habitus pertaining to parental expectation are major factors shaping adolescents’ expectations of pursuing a bachelor degree. However, agency factors, that is adolescents’ own capabilities, after taking into account their differing family socioeconomic backgrounds, can strengthen their aspirations to pursue a bachelor degree. This combined approach and its implications for theory and practice, as well as the limitations of the study, are discussed.
[Copyright of Research in Higher Education is the property of Springer Netherlands.]

創建於1870年的東華醫院,是香港歷史最久遠及規模最大的慈善機構,設立醫療服務、教育服務及社會服務。至2017年,東華三院在全香港設有超過300個服務單位,僱員人數逾一萬名。自1880年開始在香港提供教育服務,在香港共設有52所學校,包括專上院校、中學、小學、幼兒園,以及特殊學校的完整教育體系,為香港最具規模的辦學團體之一。東華醫院成立初期至二十世紀初一段長時間內,曾一度是華人社會的權力中心。東華醫院的董事集中了香港社會上舉足輕重,及具有名望的華人紳商,屬於士紳階層的東院董事,經常負起排解紛爭、維持地方秩序的責任。英政府亦樂意透過東華醫院來維持華人的社會秩序。東華醫院故此一直有特殊的社會地位,直至二次大戰之後,方才日漸減退。本文以東華三院(The Tung Wah Group of Hospitals)興辦教育的過程及其教育服務的變遷為例子,探討民間非牟利組織(Non-government organization)在香港社會經營教育服務的態度及實況。本文通過研究香港政府對東華教育服務的扶助及干涉的情況下,東華如何擴大其服務範圍,改變課程和教學,由塾館演變為現代化的多元教育機構。本文共分為五章:第一章是簡介東華三院的歷史發展,概括說明從廣福義祠至建立東華醫院,以及三所醫院聯合組織成“東華三院”的歷史背景。東華三院除贈醫施藥外,更同時兼及社會福利服務,東華總理在不同的階段,開展的社會服務皆有不同特色,救濟範圍廣及國內外同胞,也反映了東華三院和港英政府、中國政府、海外華人的互動情況;第二章是說明東華興辦教育的第一階段,東華自1880年利用文武廟捐款收益從事教育服務,創辦第一所義學,從私塾形式擴展至現代化的小學,為貧苦學生提供免費教育的發展過程,其間義學在課程及管理上皆改了重大的改革,進而與另一歷史悠久機構香港樂善堂義學作橫向比較,以分析東華教育在當時發展的水平;第三章是敘述東華教育發展的第二階段,戰後東華三院全面恢復教育服務,及至上世紀五、六十年代以後,東華三院配合政府的發展步伐,著手開辦中、小學、幼兒教育及特殊學校,發展正規和系統化的教育服務。到了 1997年,東華三院的教育進入了第三階段,在配合政府的教育政策的前提下,學校課程及活動上皆有不同的調適,而且發展了東華三院的德育課程,以建立“東華人”對國家及辦學機構的歸屬感。東華三院亦與時並進,配合社會的轉變和市民的需求不斷改善及擴展包括大專等各項教育服務;影響東華三院教育發展的因素很多,政治的影響及“東華人”精神尤其是突出的方面,東華三院與港英政府、特區政府、香港社會的互動上,皆有超越其他辦學團體的優勢;東華學校重視價值教育,品德培養,因此栽培了眾多出色的畢業生,這些“東華人”反映了“東華精神”,在香港各行各業均發光發亮。研究顯示,東華教育事業的發展對民辦教育具有重要的啟示,從辦理學校的經過觀之,東華在經費取得、學校的管理、發展策略與政府的交涉,均有其成功之處,總結東華成功從傳統民間慈善機構轉型為現代化的多元辦學機構的成功經驗,能為中港未來民辦教育的發展,提供了一個可資參考的模式。

發展內涵式高等教育,貫徹和落實大學章程建設,規範和完善高校內部治理結構是我國現階段一流大學和一流學科建設理論研究和實踐探索的重要課題。縱觀香港地區高等教育的發展雖然起步晚,但發展迅速;規模不大,但世界影響力大;沿襲西方大學治理傳統,同時保留東方文化底蘊。透過香港地區一流高校的大學章程文本,研究大學的內部治理結構,在理論上可以深化對大學章程的理論研究、深化對大學治理結構的認識、豐富高等教育學的理論體系;在實踐上可以指導、促進內地大學章程建設的完善及治理結構的優化。香港地區的一流高校沿襲了西方大學的治理傳統,大學章程從其誕生之日起就承擔著調整大學內外部關係、規範大學相關主體權力的使命。大學內部治理結構是以大學章程為基礎形成的大學治理機構與治理機制的總稱,治理機構是基礎,治理機制是核心。以扎根理論視角分析香港地區三所一流高校:香港大學、香港中文大學、香港科技大學的大學章程,分析提煉出香港地區一流高校治理權力類型包括:行政權力、學術權力和監督權力;治理機構包括校董會為代表的行政權力機構、教務委員會為代表的學術權力機構、以及評議會和顧問委員會為代表的監督權力機構。權力類型和權力機構交叉形成了香港地區一流高校內部治理的靜態結構,但要進一步明晰內部治理結構,還需要釐清權力的配置機制, 釐清治理的動態結構。結合“依賴——權力”、“資本——權力”理論分析大學章程文本得出香港地區高校治理機制:校董會領導的校長負責機制、委員會為基礎的權力轉授機制;教師為中心的學術自治機制;多方利益參與的民主監督機制。誠然香港地區一流高校內部治理存在著不足之處,與內地高校的治理環境也存在著較大差異,但高校自治的需求是一致的,追求中國特色世界一流的目標是一致的。香港地區多所高校能在較短時間內發展成為世界名校,與其科學、合理的內部治理結構存有著內在關聯。內地高校在進行雙一流建設時,亦有可借鑒之處:一是依托大學章程明確政、校關係;二是依托大學章程加強黨委領導、落實校長負責;三是依托大學章程實現學術自治;四是依托大學章程實現多元監督。

書院制度是近些年來我國內地高等教育的新生事物,是高校應對經濟、社會變化對高等教育人才培養模式變革積極探尋的產物。現代書院制度不是我國古代書院的簡單復現,也不是西方大學住宿學院制模式的直接照搬,而是依托本土特色,創造性地融合古代書院教育精髓與西方大學住宿學院制度特色,為適應現代社會對一流人才的需求所形成的新型書院教育管理制度。由於內地高校書院制度起步較晚、經驗尚淺,在發展的過程中問題頻出,因此對現代書院制度進行研究不僅具有重要的理論價值,而且具有較強的現實意義。香港中文大學書院制度在歷經半個多世紀發展後,目前已形成穩定的制度體系、運行模式與文化特色,其培養的人才深受行業和僱主的好評。面對香港中文大學書院制度的成功,我們不禁要追問,香港中文大學書院制度是如何產生和發展的?在經過半個多世紀的歷史演進之後,其發展現狀如何?有哪些獨特之處?對剛剛起步且問題頻出的內地書院制度有哪些可借鑒之處?本研究綜合運用文獻研究、歷史研究、比較研究和個案研究等多種研究方法,系統、深入探究香港中文大學書院制度的歷史演進與現實狀況,提煉香港中文大學書院制度的主要特點;然後結合我國內地高校書院制度存在的問題,為我國內地高校書院制度的優化提供可資借鑒的啟迪。本研究除緒論和結語外,主要分四個部分展開論述。第一部分是香港中文大學書院制度的歷史演進。該部分從歷史的維度對香港中文大學書院制度展開梳理,將香港中文大學書院制度的歷史演進分為“初步籌建期”、“書院改制期”、“緩慢發展期”、“快速發展期”四個時期,從歷史的向度追溯香港中文大學書院制度的流變,展現香港中文大學書院制度演進的獨特圖景,探尋香港中文大學書院制度演進邏輯和基本規律。第二部分是香港中文大學書院制度的現實狀況。該部分主要從書院育人理念、育人內容、育人方式和育人機制四個方面對香港中文大學書院制度的現實狀況進行解讀,勾勒香港中文大學書院制度的基本特徵,闡明香港中文大學書院制度的運作機制。第三部分是香港中文大學書院制度的主要特點。該部分通過對香港中文大學書院制度歷史演進與現實狀況的研究,總結和歸納香港中文大學書院制度的主要特點。香港中文大學書院制度主要特點包括中西合璧:匯古今通中西造就獨特模式;以生為本:以書院學生全面發展為書院旨歸;三位一體:教育、管理與服務相融相依;博文約禮:以文化內涵為書院價值凝練。第四部分是香港中文大學書院制度對內地高校書院制度的啟示。該部分首先分析我國內地高校書院制度建設現狀,然後結合我國內地高校書院制度存在的問題,提供有益啟示。對內地高校書院制度的啟示主要包括理清書院與學院的關係,造就書院持久活力;改善書院導師評價機制,塑造和諧師生關係;融教育、管理與服務三位一體;積澱書院文化特色,凝練書院文化內核。

In recent years, the Hong Kong government has implemented a number of new policies to revitalize the development of vocational education and training (VET), such as the rebranding of VET into vocational and professional education and Training (VPET) to cover the new addition of programmes up to the degree level providing a wide variety of specialized vocational skills as well as professional knowledge. On the other hand, VPET is also widely promoted at the secondary school level as outlined in the latest “Learning to learn 2+” curriculum by the Curriculum Development Council (CDC) and the Education Bureau (EDB). The document suggests that the recognition of VPET as a possible articulation pathway could be gradually established through various activities. At the junior secondary (JS) level, career-related experiences in Life-wide learning (LWL) will be one of the main channels for students to gain initial understanding of the society and workplace. If interested, students can also continue their exploration through the diverse available options at the senior secondary level (SS), for instance the selection of Applied Learning (ApL) as elective subjects, participation in Career-relatedexperiences in Other Learning Experiences (OLE) and the enrollment to the newly launched Vocational English Programme (VEP).Although the suggested planning in the promotion of VPET at the JS and SS level looks ideal, there seems to be a lack of understanding regarding the actual impact and effectiveness of these mentioned policies to the development of VPET, especially at the SS level when students have to make a high-stake choice for their future. Therefore, it is the main aim of this study to provide a systematic and critical review on how different VPET-related policies function as a whole in the promotion of VPET. This discussion in this study will mainly based on qualitative data collected from individual interview and focus group with the key stakeholders (e.g. students and teachers

This study examines the quality of Hong Kong centre-based childcare services with the aim of identifying areas for further improvement. With the use of the Chinese version of the Infant/Toddler Environment Rating Scale-Revised (ITERS-R), the quality of the classrooms in nine non-profit centres located in different districts of Hong Kong was systematically assessed. The findings revealed the global quality of the childcare centres in Hong Kong and indicated the relative strengths and weaknesses of the specific areas of childcare services compared with findings from the international community. The results showed that the quality of centre-based care servicesfor infants and toddlers in Hong Kong was minimal. Compared to other countries, the health and safety practice in Hong Kong scored higher. However, the scores were especially low in space and furnishings, listening and talking, activities and programme structure. These results revealed that Hong Kong faced challenges with the quality of its centre-based care servicesin general. It was also surprising to find a negative correlation between the quality of the childcare centres and the teachers’ experience. The findings also indicated the importance of early childhood education training and continuous professional development. Copyright © 2019 The Author(s). All Rights Reserved.

Limited research has examined STEM education in early childhood, or addressed how STEM is integrated into the curriculum in the kindergarten level. Teachers‟ conceptions of STEM appear to differ from the pedagogical theory. They may be aware of the basic subject concepts, but they lack the effective teaching approaches required to integrate the subject concepts into playful learning processes. Thus, it is important to investigate how teachers can design STEM activities that involve digital toys, in addition to the subject concepts, pedagogical approaches, and factors that affect teachers‟ pedagogical designs. The aims of this study were to 1) investigate the different types of STEM activities in a kindergarten in Hong Kong; 2) understand the perspectives of school management teams and teachers on implementing STEM activities, and 3) provide recommendations for STEM activities appropriate to kindergartens. Copyright © 2019 The Author(s). All Rights Reserved.

Globalisation has facilitated massive flows of immigrant students of diverse backgrounds into schools. These developments intensify concerns about immigrant youth's mobility and belongingness, and about the capacity of schools to integrate them into receiving societies. However, the diverse forms, experiences and effects of young schoolchildren's educational mobilities on belongingness are under-researched. This study addresses this gap by examining the links between mobility, belongingness and schooling experiences of 417 Chinese cross-border students (CBS). These students are permanent residents of Hong Kong but live on the mainland and travel across the border to school every day. A structural equation model shows that some dimensions of schooling experiences, notably better relations with local peers and more extracurricular school-based activities in Hong Kong, have stronger links to CBS's belongingness than students' personal and family characteristics and their hours on cross-border commuting. The implications of the findings, both at theoretical level and for enhancing young mobile child migrants' belongingness, are discussed. Copyright © 2020 Elsevier Ltd. All rights reserved.

Educators and policy makers have increasingly recognized the importance of computational thinking (CT). Despite the growing body of CT literature, how to cultivate CT is still underexplored and undertheorized in early childhood education. Informed by Piaget’s Theory of Cognitive Development, this exploratory study was conducted with a focus on three CT skills: pattern recognition, sequencing, and algorithm design. The framework for the study was developed in two stages. First, we designed two sets of unplugged activities (relying on tangible materials), aiming to (1) provide students with more concrete experiences of CT and (2) equip them with the necessary vocabularies/instructions for the subsequent plugged activity (with a digital device). The theoretical foundation for such an unplugged and plugged design comprised Piaget’s Theory of Cognitive Development and Asher’s Total Physical Response. In the second stage, we offered our CT course in a kindergarten in Hong Kong, involving six teacher participants and a total of 11 students from K1 to K3 (aged 3 to 6). After 10 h of CT training, almost all students demonstrated their mastery of pattern recognition and sequencing. However, the K1 students could only partially complete the tasks of algorithm design while the others generally reached the target level of achievement. Strengthening preschoolers’ training on CT language and differentiated instruction are some possible strategies to improve the CT instructions. Copyright © 2019 De La Salle University.