We examine the effects of family structures and processes on student achievement in Hong Kong. Specifically, we show that the negative effects of single parenthood in past studies are not universal. In Hong Kong, 4,405 15-year-old students completed a questionnaire, and tests in reading, mathematics and science. We analysed the data using multilevel models of Rasch test scores and Warm estimated indices of questionnaire items. In all subjects, the scores of children living with single parents did not differ significantly from those of children living with two parents. Moreover, students living with no parents had lower reading and science scores than other students, and this effect was mediated by lower family investment and involvement.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188790600607846]

Singapore and Hong Kong are vying to be the principal educational hub for the Asia-Pacific region and have begun to compete with Australia, Britain, Canada and the USA in providing cross-border education. Although these four Anglo-American countries still dominate cross-border education, Singapore and Hong Kong hope to make inroads into this export market and compete on the global stage. To create "world-class" universities, Singapore and Hong Kong have introduced quality assurance mechanisms, diversified funding sources, and restructured their university governance systems. This article compares the accountability measures introduced into Hong Kong and Singapore universities, and the responses of academics and administrators to these measures. The results indicate that both countries introduced greater autonomy as they augmented accountability for their universities, and the term "decentralised centralism" describes the kind of government control exerted in these Asian universities in the twenty-first century.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188790701845972]

This study deals with the issue of incorporating values education in music education in Hong Kong's primary and secondary schools. It includes the development of the state's cultural and national identity since its handover from the United Kingdom to the People's Republic of China (PRC). Thirty primary and secondary school music teachers were interviewed in order to understand how notions of "musical values" and "non-musical values" have been addressed in the curriculum. In particular, this study focuses on music teachers' perspectives on teaching world music, traditional Chinese music, the PRC national anthem, and non-musical values. This paper questions the effectiveness of existing curricular and pedagogical attempts to encourage the students' musical experience and extra-musical education. It concludes that values education must have clear conceptions of "values", "musical cultures", and "national identity" in order to maintain unity amidst the intensifying plurality of ethnicities and cultures in Hong Kong.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02188790600937383]

It has been suggested that although the most theorisation about globalisation has emerged from western contexts, the material implications of globalisation have been felt most strongly in non- Western regions. With this in mind, the authors undertake a situated analysis of how two states, Singapore and Hong Kong, are interacting with the broader processes of globalisation through their educational policies. Foucault's conceptual tool of governmentality is used to understand (i) the conduct of governing in the contemporary nation- state, and (ii) how the right rationalities are being inculcated by government to create desiring subjects who will play their part in ensuring national prosperity. The Asian economic crisis is used as a point of departure to show how global local tensions are being managed by Singapore and Hong Kong. The article concludes that both these global cities have adroitly managed the Asian economic crisis to steer their citizens away from pursuits of greater political freedom and towards concerns of material well being. They have done so through a selective interpretation of globalisation, by simultaneously resisting and embracing the contradictory strands of globalisation. Education has emerged as a critical space for this selective absorption of globalising trends.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0218879030230104 ]