Hong Kong is a predominantly Chinese society but just over 6 percent of the population is made up of ethnic minorities. This composition flows into schools where teachers in selected schools need to cater for a diverse school population. The purpose of the present study was to investigate whether assessment environments in Hong Kong schools are able to cater for the learning motivation of ethnic minority students as well as their Chinese peers. Students were surveyed to gain an understanding of the assessment practices they experienced as well as their own learning motivation goals. The results indicated that both Chinese and ethnic minority students experienced teacher-dominated assessment environments most often, and each group strongly endorsed learning motivation goals that stressed academic development and competence. Both groups of students provided moderate support for social learning goals, with somewhat stronger support coming from ethnic minority students. Teachers can build on ethnic minority students' strong learning orientation by providing high-quality feedback even in a teacher-dominated assessment environment. A more interactive classroom characterised by feedback may provide teachers with a better idea of the learning needs of all students.
[Copyright © 2015 NZCER Press.]

The main purpose of the present study was to explore effective strategies and policies for exporting Hong Kong’s higher education to Asian markets. It examined and compared the current strategies and policies that are currently employed by Australia, the United Kingdom, and Singapore. The data for this project was obtained primarily from documents and in-depth interviews. Documents included the latest government reports, policy addresses, and official statistics. The in-depth interviews were conducted in Hong Kong as well as in the four studied cities—Mumbai, New Delhi, Jakarta, and Kuala Lumpur. Interviewees included government officials, academics, higher education institutions’ representatives, consulate generals, and officials from policy bodies. It is clear from the findings of this present study that a set of favorable policies and strategies at the national level was behind the success of these competitors. Such policies are not confined to educational policies but extend to population and employment policies.
[Copyright © 2016 Springer Science+Business Media Singapore.]

在英式的學制傳統下，香港的大學以培養專才為重。在三年的大學生活中，大部分學習時間集中在主修的科目上。近年，受到美國大學的影響，大學的通識教育受到重視。334學制的推行，學生學業年期增加了，提供了空間讓大學發展通識教育。由於學制轉變，進入大學的新生所經歷的中學背景也有不同。在這情景下，大學的通識教育的目標應是甚麼呢？

This presentation describes the College_Asia project, where undergraduate ESL students from Hong Kong, Japan, Indonesia and Thailand uploaded photos on Flickr.com and commented on each other's photos and postings. This practice can be used as generating ideas/topics for class discussions as well as to provide a platform for students to use English in authentic situations. Based on students' response to a questionnaire survey of the College_Asia project, it is concluded that the project has a lot of potential in improving learner motivation and possibilities of international collaboration in English language classrooms.
[Copyright © 2009 The Association for Advancement of Computing in Education.]

The purpose of this study was to analyze the related information of special education and physical education programs for students with disabilities in China. The analysis was conducted based on the survey and review of literature published in Hong Kong and Mainland of China. The review of literature primarily focused on two types of analyses, the analysis of existing modes of educational systems and the analysis of factors associated with the direction and trends of special education. The first type of analysis revealed that both Hong Kong and Mainland are closely following the international trend to integrate students with disabilities into regular school settings through whole school approach and inclusion. Meanwhile, the development of separate special educational setting also continues to gain its momentum to cater students' special need at the separate settings, and the rate of development is even faster than integration mode in both Hong Kong and Mainland. The second type of analysis indicated that government policies, positive attitudes, training from current teachers, and students at teacher preparation program are the important factors that influence educating students with disabilities in regular settings. Although China is moving toward including students with disabilities into regular school settings, special education program in Hong Kong and Mainland are different. Currently three modes of special education being operated in Hong Kong are appropriate to meet parents' right to have choices to determine their children's education. However, adapted physical education preparation mode in both Hong Kong and Mainland might need to take serious consideration on its direction and approaches in relation to equalization and nondiscrimination. School and community physical activity should be addressed for all people with disabilities, not only for a few athletes who can get gold medals. It was also found from the results of survey and published studies that some

Our research is to compare students’ ability of presenting counter examples between Korean students and Hong Kong students and prospective teachers’ ability of treating counter examples between Korean prospective teachers and Hong Kong prospective teachers. Our analysis suggests the methodological implication for mathematics education of two countries on how to improve teaching methodology dealing with counter examples in classrooms through investigating students’ and prospective teachers’ ability on applying counter-examples.
[Copyright © 2010 Issic K. C. Leung, Hee-Chan Lew & Tae Soen Cheon.]

Although they are not listed in the regular teaching material, the high value of anime and manga (Japanese cartoons and comics) in teaching and learning, and the enormous application of anime and manga in teaching, is clearly recognized in Japan, especially in liberal studies subjects. Education professionals in America are also paying positive roles in regard to this new teaching lately. While cartoons and comics are also one of the most popular entertainments of Hong Kong teenagers, and Japanese commodities occupy the largest share in the market, anime and manga are barely adopted by local schools in teaching and learning of liberal studies subjects. Through in-depth interviews with teachers and case studies of school practices, this paper explains the experience in Japan by the society’s tradition, culture and attitude in reading anime and manga. Demonization of some categories of this popular culture commodity in recent decades does not demolish the long-established positive regard towards anime and manga. With the effort of the government and parent organizations, adoption of anime and manga is well justified in schooling institutions, hence constructed effectively in teaching and learning of liberal studies subjects in Japan. The paper also applies the explanation of Japan’s experience to analyze the contrary situation in contemporary Hong Kong.

National identity has been a sensitive and controversial issue in Hong Kong. During its colonial period, national identity was barely mentioned or touched upon in the curriculum and public discourse, as Hong Kong was a territory adjacent to its giant motherland, while being a territory under a colonial sovereignty. Also, while politically Hong Kong was under a foreign soeverignty, its daily subsistence had to be supplied by its motherland, and even the quota of people to be allowed for boarding from across the boarder had to be agreed by the two governments. That is, although Hong Kong was politically under one soverignty, it was de facto co-ruled by two sovereignties. Culturally, while the English language was official language, the daily lingua franca was Cantonese, and Chinese was recognised as an official language as a result of the Chinese language campaigns in the seventies. Hong Kong's handover to the Chinese sovereignty made the issue of national identity surfaced. While politically, Hong Kong returned to Chinese sovereignty, its long-standing colonial history has created a Hong Kong identity among Hong Kong people. Hence, the identity of Hong Kong became a complicated issue, ranging to four types of idenities: Chinese, Chinese Hong Konger, Hong Kong Chinese and Hong Kongers. This paper discusses the complexities of national identity in Hong Kong, and their implications for citizenship education in the territory.

Change is endemic to Hong Kong, particularly in the new era when the Chinese government overtakes the sovereignty from Britain after one-and-a-half centuries of colonial rule. According to the Sino-British Joint Agreement signed in 1984, Hong Kong people can live under ‘One Country, Two Systems’ for a period of fifty years. Both of the capitalist and communist systems have exerted influence in the formation of the new government for a period of fifty years. As education policy changes significantly under the purview of the Basic Law, traditional curricula are no longer adequate for the rapid changing political scenario. Politicians and educators are seeking new directions in shaping our education agenda. Civic education, which has never been important in the curriculum in the past, is gaining attention as people are finding ways of harmonizing nationalism, capitalism, communism and patriotism in the new era. The use of Chinese instead of English as the first language of instruction also causes significant change in education. With the influx of migrants from China, there is a call for adjustment programmes for new migrants and the deprived. Affective education, such as personal and social education, guidance and counselling, moral education and sex education is gaining importance particularly. It is timely for us to modify the curricula for the needs of society and potential development of students. It is also interesting for education researchers to look into the development of the new curricula, particularly the effectiveness of the personal and social education developed in the new era.