Both Hong Kong and Macau issued civic education documents before their sovereignty was returned to China. These two internationalized cities aimed to prepare for the future when their colonial governance was coming to an end. Having taken decolonization policies into consideration, it is understandable that sovereignty regimes have their own self-designed citizenship education plans. Judgments with selective commentaries on public and political events could transmit various and crucial political messages. Their proposed curriculum might differ in contents but their essential qualities of civic education targeted at facilitating students’ core values and positive attitudes. Deficiencies are thus identified and how such deficiencies are later reflected in history is noted. The new concepts of citizenship were merely prominent in these two areas and the contents were no longer creative. It is observable that the lack of adoption of recommendations on education concerned with the nurturing of young people and their empowerment with self-determinism is clearly perceptible, under the so-called “one country, two systems” governance. Or, it may well be that something was overlooked. If so, it may be that there may be a lack of planning for social harmony and sustainability of these metropolitan cities. The problem is quite thought-provoking. Coryright © 2018 David Publishing Company.

This article analyzes how principals of high-performing secondary schools in England and Hong Kong establish structural arrangements aligned to their core values as educators. Such values-driven structures provide a platform by which principals create the conditions in which policy and reform can be managed and absorbed without compromising the core purpose and contextual priorities of these schools. The findings reveal how the participating school principals have carefully embedded and institutionalized these structures within the cultures of their organizations as part of a multilayered approach to leadership. Copyright © 2018 Taylor & Francis Group, LLC.

How migrants, refugees and minority groups acquire a sense of belonging in their adopted society is a concern for nations worldwide as they aim to balance the diversity and inclusion of growing numbers of migrants with ensuring harmony and cohesion across society. In postcolonial Hong Kong, the population diversity is accompanied with a swift change in the racialisation of Hong Kong where minorities in schools find themselves categorised as 'non-Chinese speaking' ('NCS') rather than a 'Hongkonger'. The NCS label stigmatises young people as linguistically and academically deficit, de-legitimises acceptance by the local Chinese, Cantonese speaking majority designated as 'Hongkongers'. Yet how minority youth interpret their status as 'NCS' and negotiate belonging in Hong Kong has received scant attention. This qualitative study is a substantive and theoretical contribution to the literature on how multilingual minorities can construct a positive sense of place-belonging to their adopted city. Reflecting the contentious nature of the politics of belonging, we found that students challenged and sought to redefine the narrow, prevailing identity of a 'Hongkonger'. Rather, they stressed their multilingual identity, historical affiliations, emotional attachments and place-belongingness to the city in order to legitimate their entitlement to sociopolitical belonging in Hong Kong. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

Many education systems have implemented systemic reforms covering numerous new initiatives in nine trends since the turn of new century. After decades of implementation, it would be significant to know what impacts these reforms have made on key aspects of the education systems and what lessons can be learnt from them for future policy analysis, formulation and implementation locally and internationally. This article aims to provide a preliminary exploration of these issues with Hong Kong’s systemic education reforms. In Parsons’ construct of structural functionalism (Parsons, 1966), it is argued that a social system should serve four systemic functions such as adaptation, goal achievement, integration and pattern maintenance to survive and flourish in an environment of change and uncertainties. To explore the above issues, this article investigates what impacts of the reform have been made on the four functions of education system including “Has education been more effective?” (goal achievement), “Has the teaching workforce been better brought into work?” (adaptation), “Have stakeholders been more satisfied and united?” (integration), and “Have education policies been more legitimate and acceptable?” (pattern maintenance). It is hoped that such a preliminary observation with multiple sources of empirical data can provide an illustrative case to explore the possible issues and concerns of systemic education reforms initiated in the last two decades in different parts of the world and draw local and international implications for further development of new initiatives in education for the future. Copyright © 2018 Springer Science+Business Media B.V.

Early childhood education in Hong Kong has experienced drastic changes since 1982 following the criticism made by the Llewellyn visiting panel and a western style play-based curriculum was recommended. The Curriculum Development Council in 2006 stated that curriculum development is a continuing process of renewals that should devetail with the development of education system globally. The curriculum renewal, however, has been based on continuous fostering the play-based approach of the 1980s, despite that in the Western world, there have been calls for a reversion to the traditional teacher-centered education paradigm in recent years. Is there a double standard in designing curriculum in this respect? Copyright © 2018 CESHK.

This paper critically examines the dominant Asian Higher Education managerialism from the perspectives of the so-called Southern and/or Post-colonial Epistemology. Despite the fact that the archaic form of colonization—with its territorial occupation, exploitation, loss of subjectivity and knowledge manipulations —seems to be over, Asian Higher Education today shows clear signs of being engulfed, once more, by new forms of colonization and imperialism under the guise of rational administration and management that affect its core missions of knowledge production and subjectivity formation. This paper compares Higher Education in Korea, Japan and Hong Kong to argue that there is a significant resemblance between Asian modernization process hijacked by colonialism and the ongoing neo-liberal waves against Asian higher education. Copyright © 2018 CESHK.

Ethnic minorities (EM) comprise 5% of Hong Kong's population of 7 million. In schools 3% (14,000) are ethnic/linguistic minority students whose poor achievement in senior secondary years is evidence of disproportionate educational outcomes compared with those of Chinese speaking students. The government has rolled out support measures to meet the learning needs of EM students. Research reported here gathered perceptions of the impact of these support measures in achieving the stated objectives - minimising language and cultural barriers to school achievement, and facilitating smooth integration of EM students into Hong Kong society. Findings reveal that the singularly focused pedagogical provision for Chinese language acquisition is too narrow and exposes the role language policy plays in the construction of social inequality in Hong Kong. There are absences; unacknowledged culture diversity; unaddressed discrimination, and unrecognised pedagogical challenges emanating from teachers' calls for more support. Copyright © 2013 International Society for Teacher Education.

香港高等教育從上世紀八十年代的精英型，走到九十年代的大眾化，踏入廿一世紀成為普及型的高等教育社會。與此同時，為了支持香港這個亞洲國際都會的發展，香港高等教育培育具國際視野的人才，教資會和各院校一向重視推動國際化。為了剖析香港高等教育的發展歷程及國際化現況，這篇文章將回顧香港高等教育從精英化、大眾化到普及化的各發展階段，並就香港高等教育國際化、境外生來港升讀、高等教育學生交流等方面作出分析，並就香港高等教育挑戰作出討論。Hong Kong's higher education in 1980s of last century is elite-type. Then it has changed to mass-type higher education in 1990s. Into the twenty-first century Hong Kong become universal-type of higher education society. At the same time, in order to support the development of international metropolis, Hong Kong's higher education has cultivated an international vision, and the University Grants Committee (UGC) and institutions have always emphasis to promote internationalization. In order to analyze the development and the internationalization of Hong Kong's higher education. This article aims to review Hong Kong's higher education from elite, mass to the universal-type, and the internationalization of Hong Kong's higher education, oversea students studying in Hong Kong, student exchange in tertiary institutions, and to discuss the challenges of higher education in Hong Kong. Copyright © 2017 香港教師中心.