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Relevant bibliographies by topics / Hong Kong education

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Academic literature on the topic 'Hong Kong education'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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Journal articles on the topic "Hong Kong education"

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Xing, Jun. "Global Citizenship Education in Hong Kong." International Journal of Information and Education Technology 5, no. 2 (2015): 136–39. http://dx.doi.org/10.7763/ijiet.2015.v5.490.

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Spires, Robert. "Hong Kong's Postcolonial Education Reform." International Journal of Educational Reform 26, no. 2 (April 2017): 154–73. http://dx.doi.org/10.1177/105678791702600204.

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The Hong Kong education system is at a crucial point in its trajectory, and changes to public education also reflect broader social, economic and political changes within Hong Kong and globally. Since the 1997 handover of Hong Kong from British control to China, Hong Kong has struggled to develop its own identity under the One Country, Two Systems premise. One of the compulsory courses in the Hong Kong curriculum known as liberal studies, introduced in 2009, provided a useful departure point for exploring many social tensions occurring in Hong Kong. Exploring education reform through liberal studies explains how these social tensions manifest within education, and how these educational tensions manifest within the broader society. Contemporary trends in Hong Kong's education were examined, including the public exams, the proliferation of shadow education and the expansion of self-financed tertiary education options for Hong Kong students. Tensions in Hong Kong are further explained through the notions of post-colonialism. The liberal studies debate mirror aspects of the broader economic, political, and social tensions as they relate to Hong Kong youth, and Hong Kong society at-large, and this article endeavors to explore these tensions through the lens of liberal studies as it relates to education discourse in Hong Kong. Through a combination of literature review from academic and mainstream sources, the article establishes the groundwork for further empirical work in order to gain a more in-depth understanding of the issues and tensions in Hong Kong.

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VALENZUELA-SILVA, PILAR, and MONIT CHEUNG. "NEPALESE LIVING IN HONG KONG: SOCIAL EXCLUSION AND HIGHER EDUCATION ENHANCEMENT." Hong Kong Journal of Social Work 50, no. 01n02 (January 2016): 47–66. http://dx.doi.org/10.1142/s021924621600005x.

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With a focus on research conducted after Hong Kong reunited with China in 1997, this paper documents how the Nepalese immigrants living in Hong Kong processed their decision to either stay in Hong Kong or return to their home country. A review of 40 studies targeting Nepalese immigrants who chose to stay in Hong Kong found that these families were primarily influenced by: 1) their immigration history, including their roles as Gurkhas in the Hong Kong military and their contributions to the local labor force, and 2) their quality of living in Hong Kong versus Nepal. Among these 40 studies, only seven offered statistics with direct input from Nepalese research participants. Their responses show that the three different generations of Nepalese living in Hong Kong, while contributing to the cultural richness in Hong Kong, have experienced profound social exclusion. This article seeks to compile research findings to define issues facing Nepalese in Hong Kong and offers suggested solutions to the question: How can social workers help Nepalese in Hong Kong obtain economic and educational opportunities to enhance their quality of life? Implications for further research and social service interventions are explored with attention to social inclusion and promoting higher education opportunities.

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Summers, Tim. "The external affairs of the Hong Kong SAR: UK-Hong Kong economic relations." Asian Education and Development Studies 8, no. 2 (April 8, 2019): 126–36. http://dx.doi.org/10.1108/aeds-02-2018-0039.

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Purpose The purpose of this paper is to examine economic relations between Hong Kong and the UK, especially since 2012, in order to shed light on the management of Hong Kong’s external relations. Design/methodology/approach The context for the research is discussion of “grey areas” between Hong Kong’s external relations and foreign affairs. Research is based on textual analysis of British and some Hong Kong policy documents, government statements and media reports, as well as personal discussions with many involved in UK-Hong Kong ties. Findings The paper finds that the UK-Hong Kong economic relationship is managed autonomously, demonstrating Hong Kong’s external economic affairs and bilateral exchanges being practised with a high degree of autonomy. It also shows the importance that the British government attaches to its economic relationship with Hong Kong in its own right, and the likely increase in that importance as Brexit unfolds. Originality/value The paper engages in detailed analysis of economic relations between the UK and Hong Kong, in contrast to most post-1997 studies which have focused on Hong Kong’s ties with the USA or European Union.

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Chong, King-Man Eric, Jun Hu, Chi-Keung Eric Cheng, Ian Davies, Hei-Hang Hayes Tang, Yan-Wing Leung, and Chung-Fun Steven Hung. "Conceptualizing national education and methods of teaching national education in Hong Kong." Citizenship Teaching & Learning 16, no. 1 (March 1, 2021): 69–94. http://dx.doi.org/10.1386/ctl_00047_1.

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This article aims to generate a better understanding of Hong Kong teachers’ perception of national education as implemented in the Hong Kong Special Administrative Region (hereafter referred to as Hong Kong SAR) and the interrelationship between their perception and the methods they adopt to teach the topic. We outline the Hong Kong context relevant to our research and review the relevant literature to consider typologies and teaching methods about and for national education. Questionnaire data focused on the seven typologies of nationalism and the three teaching methods of national education identified in the literature review. A total of 601 questionnaires were returned from 198 schools. The typologies of cultural nationalism, civic and peripheral nationalism, authoritarian nationalism, unification nationalism and cosmopolitan nationalism, and the teaching methods of group discussion and an affective approach characterize the views of Hong Kong secondary school teachers about national education. We suggest that teachers’ diverse views about nationalism and their varied use of teaching methods to achieve their goals suggest the powerful influence of current initiatives from the Chinese mainland and the need to reflect on established academic literature that proposes the decolonization of the curriculum and interactive and critical teaching methods.

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Yeung, Sum. "The review of one country two systems of Hong Kong over two decades from the perspective of social development." Asian Education and Development Studies 8, no. 4 (October 7, 2019): 511–22. http://dx.doi.org/10.1108/aeds-06-2017-0054.

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Purpose The purpose of this paper is to study the development of one country two systems of Hong Kong over two decades and examine its challenges and prospect. One country two systems is pragmatic and compromise principle and social arrangement for Hong Kong under China sovereignty. It has served to resolve some issues related to the future of Hong Kong after the end of British Colonial rule since July 1, 1997. There are lessons to be learnt as the merits and flaws of the system have been identified in the study as perceived from the perspective of social development. Design/methodology/approach The paper is based on quantitative methodology. Data of public opinion polls conducted by various local universities on the development of one country two systems of Hong Kong have been employed in the study. Based on the data obtained from the relevant survey, different aspects of social development of Hong Kong under one country two systems has been examined and explored. Data are current and up-to-date to reflect the social mood of Hong Kong people toward one country two systems over the years. Findings The challenges and prospect of one country two systems of Hong Kong over two decades since the change of sovereignty have been identified in this paper. Hong Kong has remained the moist free market and the third financial center in the world. However, the high degree of self-autonomy as stipulated in the Basic Law has been fading way. There is social discontent of Hong Kong people on social and political grounds and there are high sense of mistrust to both Hong Kong SAR (HKSAR) government and the Central government in Beijing. This will provide a guideline to the government for improving the situation. Research limitations/implications The study is based on data obtained from various public opinion conducted by several local university on the development of one country two systems and how Hong Kong people feel about it. The data are current and up-to-date. However, there will be variation of findings as social mood and perception of Hong Kong people toward one country two systems may change due to the changes of social and political events. With these limitations, one needs to be careful while drawing the conclusion. Yet, the over trend of social development of Hong Kong can be seen. Practical implications The study will provide an overall view and assessment of one country two systems of Hong Kong over two decades after the change of sovereignty since July 1, 1997. The findings and discussion of social mobility, quality of life, income disparity, social and political movement and ethnic identity and its changes in recent years of people in Hong Kong are rather revealing. It will provide a reality check and yardstick for people who are concerned about Hong Kong society and its people under China sovereignty. Social implications The study and its findings will provide a useful guideline for people who are concerned about how Hong Kong people live under China sovereignty. Hong Kong to most of Hong Kong people is on longer a borrow place living under the borrowed time. The former British Colonial rule has been replaced by HKSAR government rule under China sovereignty. There is a high degree of mistrust toward both HKSAR government and the Central government in Beijing. People in Hong Kong keep fighting for democracy and high degree of self-autonomy. Hence, Hong Kong is still a free and open society under China sovereignty. Originality/value The paper contributes an original study on the development of one country two systems of Hong Kong under China sovereignty as perceived from the perspective of social development. There are important findings on social mobility, income disparity and issues of ethnic identity of Hong Kong people. The lessons of Hong Kong will provide an interesting case for people who care concerned about how people living in a former British colony has transformed the society into a thriving civil society under China sovereignty.

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Lia, William. "Journalism Education in Hong Kong." Media Asia 35, no. 2 (January 2008): 60–66. http://dx.doi.org/10.1080/01296612.2008.11726870.

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Cannon, Isidore Cyril. "Higher Education in Hong Kong." Higher Education Quarterly 51, no. 4 (October 1997): 308–24. http://dx.doi.org/10.1111/1468-2273.00049.

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Dowson, Chris, Peter Bodycott, Allan Walker, and David Coniam. "Education Reform in Hong Kong." education policy analysis archives 8 (May 20, 2000): 24. http://dx.doi.org/10.14507/epaa.v8n24.2000.

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Since the early 1990s, the pace of educational reform in Hong Kong has accelerated and broadened to incorporate almost all areas of schooling. The reforms introduced during this period can be subsumed under what has generally been labelled the quality movement. In this paper, we review and comment on a number of policy reform initiatives in the four areas of "Quality Education," English Language Benchmarking, Initial Teacher Training and the Integration of Pupils with Special Needs into Ordinary Classrooms. Following a brief description of each policy initiative, the reforms are discussed in terms of their consistency, coherence and cultural fit.

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Chan, Ngan Yin, Siu Ping Lam, Jihui Zhang, Mandy Wai Man Yu, Shirley Xin Li, Albert Martin Li, and Yun Kwok Wing. "Sleep education in Hong Kong." Sleep and Biological Rhythms 14, S1 (November 17, 2015): 21–25. http://dx.doi.org/10.1007/s41105-015-0008-8.

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Dissertations / Theses on the topic "Hong Kong education"

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Chan, Yu Wei-ming Grace. "Education and policy implementation in Hong Kong." Click to view the E-thesis via HKUTO, 1989. http://sunzi.lib.hku.hk/hkuto/record/B31975690.

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Chan, Yu Wei-ming Grace, and 陳余慧明. "Education and policy implementation in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31975690.

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Liu, Chau-wing, and 廖秋榮. "Investment returns to education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31976621.

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Wong, Wai-yin Erica. "A study of the recruitment and selection of assistant education officer in the Education Department." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%fFtoc%5Fpdf?B23295892.

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Tsang, Pui-wa Rebecca. "Adult education in Hong Kong : a study of the School of Professional and Continuing Education, University of Hong Kong /." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13762138.

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Au, Tit-kwan. "Lifelong learning in Hong Kong." Thesis, University of Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269252.

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黃月雲 and Yuen-wan Wong. "Educational ideas in the analects and the Hong Kong education system." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40676109.

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Cheung, Ling-ling Mayella. "Media education in Hong Kong the underlying forces /." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B31972408.

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Ying, Sin Yan. "The restructuring of higher education in Hong Kong." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431453.

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Li, Pak Wan. "Leadership in higher education : the Hong Kong experience." Thesis, University of Leicester, 2010. http://hdl.handle.net/2381/8323.

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This study investigates the perceptions of a cohort of leaders of the higher education institutions in Hong Kong on the leadership styles and competencies that have enabled them to lead effectively, and also their perceptions of the influence of culture, authority/power and gender on their effectiveness as leaders of higher education in Hong Kong. The main source of research data is from a series of in-depth individual face-to-face interviews with the 14 respondents, eight males and six females, who consented to participate in the research. The research indicates that the respondents assessed the competencies of effective leadership from two perspectives: endorsing the traditional view of gender-stereotyping of leadership skills, attributes and characteristics on the one hand when considering the impact of gender, and on the other hand, displaying a mix of gender-stereotyped but perceivably effective competencies in themselves in their recollections of their experiences as higher education leaders in Hong Kong. The great majority felt that gender had no direct impact on their leadership. The findings identify a profile of perceived effective competencies of higher education leadership in Hong Kong, embracing a repertoire of male and female stereotyped skills, attributes, and characteristics, and confirm the concept of androgynous leader. The research finds that the preferred leadership of this cohort of higher education leaders was collegial, consultative and collaborative, featuring the transformational and distributed approaches to educational leadership. The associated competencies that had enabled most of them to lead effectively included the ability to inspire a shared vision, to lead and manage change, to motivate, stimulate and empower people; interpersonal skills; the focus on team-building and teamwork; and the capacity for staff and personal development. Given that these are mostly female stereotyped skills, abilities and characteristics, the potential of women becoming more efficient and effective leaders and the prospect of increased access by women to higher education leadership positions in Hong Kong are suggested. However, as leaders of higher education worldwide are increasingly compelled to cope with the rapid and unprecedented changes in the sector, the conventional collegial, consultative and collaborative styles of leadership and management are no longer felt to be appropriate to cope with these changes and challenges. It follows that there is an imperative need for higher education leaders to exhibit a wider range of competencies, such as business and entrepreneurial skills featuring a transactional approach to educational leadership. The concept of a contemporary effective higher education leader emerging from the analysis of the data collected for this study therefore demonstrates a mix of the transformational, distributed and transactional leadership approaches, the conventional collegial versus the new managerial styles, as well as male and female stereotyped competencies. The findings of the study also reveal the perceived influence/impact of culture, authority/power and gender on the effectiveness of the respondents as leaders of higher education in Hong Kong.

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Books on the topic "Hong Kong education"

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P, Lo C. Hong Kong. London: Belhaven Press, 1992.

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Hong Kong. University Grants Committee. Higher education in Hong Kong. Hong Kong: The Committee, 1996.

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1931-, Lord Robert, and Cheng Helen N. L, eds. Language education in Hong Kong. Hong Kong: Chinese University Press, 1987.

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Management Development Centre of Hong Kong. Hong Kong management training directory. Hong Kong: Longman Asia, 1994.

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Murphy, Anne. Education in Hong Kong: An overview. White Plains, NY: School Choice International, 2009.

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Liu, Pak Wai. Education vouchers and education subsidy in Hong Kong. Shatin, New Territories, Hong Kong: Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 1996.

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Saidi, Jasmin. The educational system of Hong Kong. Washington, DC: American Association of Collegiate Registrars and Admissions Officers, 1998.

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Wang, Lixun, and Andy Kirkpatrick. Trilingual Education in Hong Kong Primary Schools. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11081-9.

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Jackson, Liz. Contesting Education and Identity in Hong Kong. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2020. http://dx.doi.org/10.4324/9781003130611.

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Holbrook, Jack B. Science education in Hong Kong: Achievements and determinants. Hong Kong: Faculty of Education, University of Hong Kong, 1990.

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Book chapters on the topic "Hong Kong education"

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Chui, Ernest, and Xinyi Zhao. "Hong Kong." In International Perspectives on Older Adult Education, 169–78. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24939-1_15.

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Yung, Kevin Wai Ho. "Hong Kong." In Theorizing Shadow Education and Academic Success in East Asia, 158–74. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003097860-9.

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Chau, K. W., and K. G. McKinnell. "Hong Kong." In Real Estate Education Throughout the World: Past, Present and Future, 359–76. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0869-4_27.

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Zou, Tracy X. P. "The University of Hong Kong, Hong Kong SAR, China." In Internationalising Programmes in Higher Education, 140–45. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429344503-104.

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Lin, Angel Mei Yi. "Bilingual Education in Hong Kong." In Bilingual Education, 281–89. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4531-2_28.

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Jackson, Liz. "Hong Kong looking forward." In Contesting Education and Identity in Hong Kong, 117–29. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Citizenship, character and values education: Routledge, 2020. http://dx.doi.org/10.4324/9781003130611-9.

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Pérez-Milans, Miguel. "Bilingual Education in Hong Kong." In Bilingual and Multilingual Education, 207–18. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02258-1_17.

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Pérez-Milans, Miguel. "Bilingual Education in Hong Kong." In Bilingual and Multilingual Education, 1–12. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02324-3_17-1.

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Postiglione, Gerard. "The Academic Profession in Hong Kong." In Higher Education Dynamics, 193–204. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3383-4_12.

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Chan, Philip Wing Keung, and Ariful Haq Kabir. "Education Across Borders in Hong Kong." In Equality in Education, 155–66. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-692-9_12.

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Conference papers on the topic "Hong Kong education"

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Zhou, Qiang. "The Changes of Hong Kong Police Image in Hong Kong Film from CEPA." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.139.

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Otto, Herald. "A Framework to Support 3D Explicit Modeling Education and Practice." In CAD'14 Hong Kong. CAD Solutions LLC, 2014. http://dx.doi.org/10.14733/cadconfp.2014.23-25.

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Miliszewska, Iwona, and John Horwood. "Informing Across a Cultural Divide: Delivery of Distance Education." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2538.

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Victoria University offers a Computer Science degree in Hong Kong. The Hong Kong program matches the one in Melbourne, but both the content coverage and the delivery model of the Hong Kong program are affected by expectations and demands of the Hong Kong government and students. The paper outlines challenges, legislative, cultural, quality, time and distance that shaped the program delivery model. It examines the social construction of the program curriculum, and identifies cultural factors that have had most impact in modifying the program. The paper regards distance education as an informing discipline and discusses the program delivery model in terms of the Informing Science Framework. It uses a Project subject to illustrate the model and rationale behind it, and comments on suitability of various multimedia components as program delivery vehicles. The paper concludes by considering the implications of the Hong Kong program experience on future directions in distance education.

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Lina, Zhong, and Tang Junyi. "The Curriculum and Education System of Hong Kong Tourism Higher Education -- Taking Hong Kong Polytech University as an example." In 2015 Conference on Informatization in Education, Management and Business (IEMB-15). Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/iemb-15.2015.113.

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Miliszewska, Iwona, John Horwood, and Albert McGill. "Transnational Education through Engagement: Students' Perspective." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2609.

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A Computer Science degree is offered by Victoria University both locally in Australia and transnationally in Hong Kong. The degree includes a compulsory final year project subject. The project, a team effort, involves the design and implementation of a real- life computer application for an external client. The project model in Hong Kong was modified to accommodate a variety of time, distance, and cultural constraints, but its core components of group context, project-based problems, and outside focus remained unchanged. Australian teachers responsible for the program consider these three project components essential to transforming computing students into competent graduates. Do Hong Kong students support this view? This paper reports on a study of the students’ perceptions of the project experience and the relative importance of its three components. The paper concludes by considering the implications of the study on the project model.

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Fung, Henry T. Y. "Impacts of the socio-political instability in Hong Kong on university students’ learning experience." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12834.

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Since the Anti-Extradition Law Social Movement in 2019, Hong Kong has entered an era of socio-political instability. The conflict between student protestants and the government has become increasingly intense, whereas several universities even became the battlefield of the protest and were abruptly shut down in November 2019. To add fuel to the fire, the outbreak of COVID-19 in early 2020 has prompted all universities in the territory to suspend all face-to-face classes and activities for two semesters. All these have impacted university students in Hong Kong socially, academically and psychologically.In light of this, this study aims to explore the ways to which the learning experience of university students in Hong Kong have been impacted by the socio-political challenges. Through conducting a mixed-methods study at a public university in Hong Kong, it was found that university have a high perceived level of stress, high political involvements, unsatisfactory learning experience and poor learning motivation under this socio-political instability. It is hoped that this study can provide informed insights for teachers to understand students’ burdens, stresses, and emotional instability associated with socio-political unrest.

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Wong, Eva Y. W., Robert M. Davison, and Patricia W. Wade. "Computer ethics and tertiary level education in Hong Kong." In the conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/199544.199600.

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Miliszewska, Iwona. "Is it fully On or partly Off? The Case of Fully-Online Provision of Transnational Education." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3073.

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With rapid expansion of the transnational education market, more and more universities join the ranks of transnational education providers, or expand their transnational education offerings. Many of those providers regard online provision of their programs as an economic alternative to face-to-face teaching. Do the transnational students support this view? This paper discusses the prospects of fully-online provision of education programs in one of the most important transnational markets: Hong Kong. The paper also reports on a study of the perceptions of transnational students in Hong Kong on the importance of face-to-face interaction in their courses. The paper concludes by considering the future of fully-online education in the transnational context.

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Yuan, Xiaowei, Yujue Peng, Shenglong Jiang, Xiaocong Yuan, and Zehua Feng. "America's Hong Kong Policies and Recent Political Trends." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.167.

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Song, Yang. "The Strategy of Hong Kong-Zhuhai-Macao Economic Integration Development under the Background of Hong Kong-Zhuhai-Macao Bridge." In 3rd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iccessh-18.2018.219.

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