This article examines the evolution of language-in-education policy in Hong Kong during the first six decades of British rule (1842-1902). In particular, it analyses the changing roles and status of the English and Chinese languages during this formative period in the development of the colony's education system. The textual and statistical data presented in the article provide a corrective to the claim that the British imposed English on their colonial subjects and in the process rode roughshod over the indigenous languages. The evidence suggests that Hong Kong's education system provided opportunities for native students to attend purely Chinese schools, purely English schools or mixed-medium schools. Although the British apparently attached more importance to English teaching, they were generally at pains to emphasise that English should not be studied at the expense of Chinese. The findings indicate that language policy (be it Chinese or English in orientation) was always tied in some way to Britain's political and economic interests in the region.
[Copyright of Journal of Educational Administration and History is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00220620600984214]

This study attempts to uncover the beliefs regarding various aspects of creativity among trainee-teachers in Hong Kong and Singapore. Trainee-teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30-item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six-point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop.
[Copyright of Compare: A Journal of Comparative Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03057920701419959]

Drawing upon survey data and relevant literature, this paper compares the Radio and Television University System (RTVUS) in China, Indira Gandhi National Open University (IGNOU), and the Open University of Hong Kong (OUHK) in respect of academic courses offered, course delivery mode, student characteristics, funding, and staffing. Similarities and differences are discussed, and the impact of socio-cultural factors in shaping distance education systems in different societies is examined.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02680510220146922]

The main purpose of the author's research is to investigate the similarities and differences of the music curriculum in Hong Kong and Xiamen (city in Fujian Province, China). The main foci is on the proportion of Western and Chinese music in the curriculum, the extent that teachers follow the curriculum, and the difference in teaching method in conducting the curriculum.

Comparing how English teachers evaluate their students in China and Hong Kong, the author points out that one-third of teachers' instruction time is spent on assessment-related matters.

作者從教學目的、教材、教學法和評估四方面全面地比較本港的《小學教學課程綱要》和中國大陸的《小學教學大綱》，發現兩地在各方面均有不少相同之處。

The paper discusses the necessity of change for educational system in Asian countries due to the pressure of modernization and national development. It is argued that, as a consequence, teacher education must be reassessed and renovated.