Relevant bibliographies by topics / Hong Kong education / Dissertations / Theses
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Dissertations / Theses on the topic 'Hong Kong education'

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Published: 4 June 2021
Last updated: 26 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Cheung, Ling-ling Mayella, and 張玲玲. "Media education in Hong Kong: the underlying forces." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972408.

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12

Wai, Kit-lan Anita, and 衛潔蘭. "Citizenship education in a Hong Kong secondary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27594154.

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13

Leung, Yee-hang, and 梁以恆. "Educators' perceptions of character education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/198859.

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The present study aims at investigating into educators’ perceptions of character education in Hong Kong. It will focus mainly into educators’ perceptions towards character education as well as towards themselves as the role of implementation. In order to dig deeper into certain study, it will also explore about factors for effective implementation of character education. Through this study, a qualitative research is conducted in the form of case study of a secondary school of Hong Kong. Five interviews of teaching staff were conducted as the main way of data collection. The result was shown that educators usually perceive character education as important but yet there is much limitations to breakthrough in order to implement it. Factors for effective implementation and implications have also been discussed.
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Education
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14

Ho, Wai Chung. "Hong Kong secondary music education : a sociological enquiry." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020263/.

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The thesis intends to explore struggles over the content of musical knowledge and musical meaning within the music education system, in relation to overall social political change. The research focuses on music education in Hong Kong, with reference to the transfer of Hong Kong's political sovereignty from the United Kingdom of Great Britain to the People's Republic of China in 1997. Part One (Socio-political and cultural heritage) traces the interrelationship between China, Britain and Hong Kong in the content of Hong Kong music education during the period of British administration. This includes the following: Chapter One introduces the research problem, theoretical orientation and main argument of the thesis. Chapter Two examines patterns of the historical context of Imperial China, modern China and colonial Hong Kong music education. Chapter Three is an analysis of the rise of Hong Kong indigenous popular and serious (classical) music outside the school environment. Part Two (Impact of the 1984 and 1989 political events) describes the significance of these two events on Hong Kong music education. This includes the following: Chapter Four is a comparison between formal Hong Kong music education, the changing socio-political configuration and other social institutions under the influence of the 1989 Tiananmen Square 3 Incident. Chaptet: .five is a comparison between music education and other parts of the education system in Hong Kong as a consequence of the 1989 Tiananmen Square Incident. Part Three (Tensions of Hong Kong music education) highlights the dilemmas of Hong Kong music education. This includes the following: Chapter Six focuses on the struggles of Hong Kong music education within the socio-political, cultural and economic arenas. Chapter Seven is an investigation of music teachers' opinions about Hong Kong secondary music education. Part Four (Music as a social construction) is the conclusion of the thesis in Chapter Eight which reviews the patterns of Hong Kong music education by treating music as a socio-political construction, and attempts to apply the broader implications of the thesis.
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15

Ng, Rainbow Wing Yan. "Geographies of higher education precarity in Hong Kong." HKBU Institutional Repository, 2019. https://repository.hkbu.edu.hk/etd_oa/690.

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In shaping Hong Kong into an international education hub and in offering hope to youth and the promise of social mobility, talent development is a major priority of the Hong Kong Government. Since the 2000s, associate degrees (ADs) have been mandated to fulfill this promise through increasing higher education access - that is, to raise the post-secondary education participation rate to 60% or above. Given the mandate and insufficient genuine governmental support, this thesis argues that AD students of the self-financed sector experience precarity beyond education, underpinned by higher education marketization and chronopolitics. Drawing upon geography of precarity and life course studies, and using a mixed method of data collection including interviews, group discussions, diary studies, social media and participant observation, and grounded theory, the research explores the AD youth cohort's multidimensional everyday life precarity. This thesis builds a 'precarity over the life course' conceptual framework that can contribute to the geographies of higher education and wider research fields such as eldercare.
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16

MAN, Kit. "Citizenship education in post-1997 Hong Kong : civic education or nationalistic education?" Digital Commons @ Lingnan University, 2013. https://commons.ln.edu.hk/soc_etd/35.

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This study investigates citizenship education policy under the “One Country, Two Systems” model in Hong Kong. A number of studies have analyzed the Hong Kong-China national unification from the political, legal, economic, socio-cultural perspectives. This study approaches Hong Kong-China integration from the hotly contested issue of nationalistic education, attempted to be implemented by the Hong Kong government in the official school curriculum. I use as my data sources official documents issued by government agencies including the Chief Executive’s annual Policy Address, an internal report of the Commission on Strategic Development, and curriculum guides of the Curriculum Development Council to tease out the citizenship qualities desired by the Hong Kong government for the younger generation. Historians and social scientists distinguish between civic and ethnic types of citizenship or nationalism. While the civic model is often perceived as intrinsically liberal, voluntarist, universalist and inclusive, its ethnic “blood-and-soil” counterpart is usually associated with illiberal, authoritarian, ascriptive, particularist and excusive connotations. The widely discussed civic/ethnic dichotomy in citizenship and nationalism literature is used as the analytical framework to examine elements proposed by the government in its citizenship education documents. My research points out that the citizenship education policy in post-1997 Hong Kong under the dual process of state and national building is a hybridization of the civic/ethnic conceptions, in which the ethnic components dominate over the civic ones. I further argue that the “One Country, Two Systems” model is about the struggle between the civic and ethnic conceptions of citizenship rather than capitalism and communism. I also discuss the implications of the government’s pro-ethnic conception of citizenship education on political culture and rights of ethnic minority in Hong Kong, and the implication on the literature of sociology of citizenship.
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17

Leung, Pak-chung. "Prevocational schools and manpower planning in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553707.

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18

陳志剛 and Chi-kong Chan. "Rescaling of the grades in Hong Kong advanced level examination and Hong Kong certificates of education examination." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977248.

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19

Chan, Chi-kong. "Rescaling of the grades in Hong Kong advanced level examination and Hong Kong certificates of education examination." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13787494.

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20

Au, Yea-wan Anna. "Return to educational investment in Hong Kong." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31954674.

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21

Wong, Yuet-yau Raymond. "Use of internet facilities for higher education in Hong Kong /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19872100.

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22

Mok, Yu-fung. "Environmental education through secondary informal curriculum in Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2119080X.

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23

Lai, Wing-hoi Frederick. "An analysis of environmental education strategy in Hong Kong." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744999.

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24

Li, Siu-har Shirley. "E-learning for lifelong learning in Hong Kong /." View the Table of Contents & Abstract, 2004. http://sunzi.lib.hku.hk/hkuto/record/B39846428.

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25

Lau, Tak-him, and 劉德謙. "The use of Hong Kong vogue words in writing and the development of language education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42926105.

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26

Lai, Wing-hoi Frederick, and 黎永開. "An analysis of environmental education strategy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31977376.

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Mok, Yu-fung, and 莫如鳳. "Environmental education through secondary informal curriculum in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31961290.

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28

Loi, Chung-yu Joanne, and 雷頌宇. "Community environmental education for sustainable development in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31255590.

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29

Tong, Chun-po Cecilia, and 湯珍寶. "Sociolinguistics: issues of language in education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3195327X.

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30

Lam, Wai-nam, and 林蔚南. "Environmental education in the secondary schools of Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48367370.

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In Hong Kong, environmental education is not regarded as a compulsory learning subject in secondary schools and it is also not assessed as an independent subject in any public examination. As there is no specific and formal role for environmental education in secondary schools, educators tend to make use of various subjects such as Geography, Social Studies, Physics, Chemistry and Liberal Studies etc. to deliver contents, themes and issues related to environmental education. Also, in some secondary schools, the organization of some extra-curricular activities through Geography Society and Environmental Education Clubs etc. supplement the work of subject departments in delivering environmental education. Beside these efforts other schools may have other inputs for environmental education, however, from a macro perspective, is such context of environmental education delivery represents a holistic and high-quality environmental education delivery in secondary schools of Hong Kong? Because of the lack of formal position of environmental education in the education system, schools have great autonomy to decide on the ways in delivering environmental education. It is therefore worthwhile to understand in reality, how secondary schools in Hong Kong carry out environmental education in their own ways? Schools may have different practices of environmental education in their own context, but are there any similarities of their practices? The attempt to generalize several patterns of the selected school in practicing environmental education would be helpful to provide an angle for understanding environmental education in a more structural and holistic way. More importantly, it is significant to understand to what extent are the current practices of the examined schools effective in delivering environmental education. After the evaluation of school’s effectiveness in environmental education, it is certainly a good news if any examined school is performing well and they should continue to strive for improvement, otherwise, for schools that are weaker in environmental education, educators should reflect upon and rethink more how can they do better in environmental education for cultivating more environmentally-literate citizens of Hong Kong in future.
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31

Lee, Ka-yin Wendy, and 李嘉賢. "A case study of inclusive education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/209641.

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This paper reports a case study conducted at a local Government-aided primary school in Hong Kong to explore the teaching and learning of three students with special educational needs (SEN). The research aims to investigate the perceptions of the principal, teachers, social workers, students and parents on inclusive education, and look at the practicability and feasibility of the school inclusive policy. Results indicated that although the school embraces the inclusive ideology in principle, the interviewees expressed serious reservation on the Government promoted whole school integration approach to include all students with special educational needs. The study on one hand examined the government and school policy and practice on inclusion, and on the other hand identified the difficulties and obstacles encountered by the school, some of which were regarded as fundamental problems that require changes in the educational system. The paper ends with recommendations for further research that is worth exploring in order to achieve a true and effective inclusive educational system in the Hong Kong landscape. Research methodology is qualitative. Interviews were conducted with a number of school staff and two parents of the SEN students. The interviews focused on how school key personnel and teachers viewed their roles, contributions, and difficulties in implementing inclusive education, and how parents view the studies and growth of their children at the case school. A 10-week observations aimed at observing how the three students under the case study adapted, learnt and grew in a mainstream school environment. Through inductive reasoning, data collected was subsequently grouped into patterns and regularities. There are two recurrent themes brought up at the study. First, the success of inclusive education rests largely and predominately on the ‘heart and soul’ – the attitudes and values of the teachers in educating the SEN students; and second, the school does not have the right conditions, in particular, sufficient resources to provide a true inclusive environment for the SEN students with intensive support needs, where the system must change to adapt to the children’s needs and not the vice versa. The general conclusion developed is that the case school, in face of the increasing number of SEN students, is forced to do more with less under the current government inclusive policy; and the SEN students themselves are forced to squeeze in the shoes of the regular students in a mainstream school. Without a system change, there is only partial inclusion at the mainstream school, and the SEN students must adapt to the regular classroom mode and curriculum, or fail.
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Education
Master
Master of Education
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32

Tsui, Chung Bing Sum Cecilia. "Quality assurance in higher education : a Hong Kong perspective." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/18026/.

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Evaluation, assessment and assurance of academic quality are intrinsic to higher education. Following pressures and forces caused by expansion of higher education, diversification as well fiscal constraints and changing societal contexts, formalized quality assessment began to evolve during 1980s to 1990s in different parts of the world. Nevertheless, the new managerialism, calling for accountability, efficiency and change, has aroused controversies in higher education. By using key informant interviews and literature reviews, this study attempted to evaluate ‘What constitute quality (ies) in higher education? and Why quality assurance has been controversial in higher education?'. Following the study, it was identified that there were three major categories of controversies: namely, (a) quality as a controversy of language, (b) quality as a controversy of power, and (c) quality as a controversy of change. These controversies were mainly caused by conflicts of the professional culture, against managerialism, which was imported from business in the 1980’s. This study recommends that in today’s knowledge economy, coupled with globalisation and internationalization of higher education, the society and the higher education sector should adopt a collaborative approach to raise education to the fore. As for meanings of quality, there are diverse views and a growing body of knowledge eliciting concepts of quality. The next step is to evaluate how different meanings of quality are conceptualized and operationalised. There have been several phases of quality assurance, with changing faces of accountability, in higher education. It is estimated that with various changing forces, and initiatives in the past two decades, higher education governance should have changed in some ways. This study calls for more organizational studies on the field so as to improve policies and practices in higher education.
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33

Ma, So Mui. "Post-colonial identities and art education in Hong Kong." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10007431/.

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This thesis is an inquiry into art educators and art curricula within the context of the reunification of Hong Kong and China. Theoretically it draws specifically on post-colonial theories. Additionally, issues of personal identities and aesthetic preferences were examined by means of questionnaires given to pre-service art teachers. The design of the instruments was inspired by 'border pedagogy' and 'critical theory', as outlined by Henry Giroux (Giroux, 2005: 24). Reflections on the research design were offered. The thesis seeks to uncover the impact of colonialism and post-colonialism on art education and on participants' perceptions of their own identities. This includes participants' reflections on cultural and gender stereotypes; their responses to conceptions associated with modernist, postmodernist and feminist art; and the impact of modernist progressive thought on their values towards contemporary and traditional life-styles. The impact of colonialism on art curricula in Hong Kong schools prior to 1997 was investigated through analysis of historic documents and archives. Perceptions of participants of their prior art training were also examined. An overview ofliterature related to Art and culture; post-colonial and identity theories were discussed at the outset. Literature related to the relevant data was analysed qualitatively to provide additional insights. The results suggest that post-colonial Hong Kong continues III the colonial condition with the persistence of Western influences on art education. With the shift to China, the subordination of Hong Kong identity remains, and established stereotypes were still evident amongst participants. However the growing influence of globalisation has increased the complexity of the hybrid, East-West Hong Kong identity. Implications and recommendations suggest ways forward for visual arts education in Hong Kong.
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Tong, Chun-po Cecilia. "Sociolinguistics : issues of language in education in Hong Kong /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23472807.

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35

Au, Yea-wan Anna, and 區綺雲. "Return to educational investment in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31954674.

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36

Chan, Sik-chee Eva. "Mother-tongue teaching in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24533701.

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37

Lam, Ngar-kwan Anita, and 林雅坤. "Reform of higher education in Hong Kong: strategies, issues and concerns." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31967541.

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Cho, Ming-shook. "Pressure groups and educational policy in Hong Kong." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12334601.

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39

Li, Siu-har Shirley, and 李小霞. "E-learning for lifelong learning in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45013822.

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40

Kwan, Kam-por. "The educational costs of secondary schooling in Hong Kong." Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627255.

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Livraga, Patrizia. "Education in Hong Kong, 1858 - 1894 Bishop Timoleone Raimondi's epoch /." Thesis, [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13834113.

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42

Leung, Pak-chung, and 梁伯聰. "Prevocational schools and manpower planning in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956580.

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43

Chan, Kwai-mui Carol. "A study on pre-school education policy in Hong Kong." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13745001.

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Cho, Ming-shook, and 曹明淑. "Pressure groups and educational policy in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31975069.

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45

HUI, Sze Sze Stephanie. "Lifelong learning for older persons in Hong Kong." Digital Commons @ Lingnan University, 2005. https://commons.ln.edu.hk/soc_etd/17.

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Lifelong learning (LL) has been widely regarded as one of the activities that can enhance well-being of the society and benefit older persons in terms of psychological, physical, mental, and cognitive well-being. In foreign countries like the Unites States of America, the United Kingdom, Finland, France, Australia, and also China, LL among older persons had been developed successfully. Hong Kong, in contrast, has no systematic planning for the development of LL even though the aged population is increasing rapidly. This research aims at constructing a LL model for older persons in Hong Kong. The theoretical framework of study focused on figuring out the breaches between satisfactory models proposed by older persons and the existing lifelong learning model in Hong Kong. Interview survey and documentary study have been employed in this study. Interview survey was carried out from March to April of 2005 in order to understand older persons’ expectations towards LL. A questionnaire consisting of 39 big items was constructed. The author successfully interviewed 54 out of the 60 older persons originally intended, including 31 female and 23 male. The samples of this study were older persons aged 55 or above, and the median age of the respondents was 67.84. Also, 26 respondents had had learning experience in the six months prior to the survey being carried out. In the documentary study, both formal and nonformal learning programmes in Hong Kong were studied. Seven major older persons’ education providers were included, including one tertiary institution, one radio broadcasting company and five active NGOs. The findings show the gaps between older persons’ expectations and present provision of LL programmes. The Hong Kong Lifelong Learning Model should have tertiary institutions actively involved in the provision of both formal and nonformal learning programmes. Face to face interviews should be adopted. Formal learning programmes should be made available on the internet or radio. Moreover, older persons would be more satisfied if they could learn at tertiary institutions or centres most convenient for them. Thus, various organizations should have stronger cooperation with each other so that resources can be shared. Older persons preferred a greater variety of courses and lessons and would like to receive grants or travel subsidy. Most of the elder learners were willing to be instructors, therefore they could be recruited as voluntary teachers, and more courses to train older learners as instructors should be offered. The duration of formal learning programmes may be too long for the elderly learners, and they asked for a credit-accumulating system to be implemented in those programmes. A central data bank and newsletters should be made available so that older persons could gain access to information more easily. In order to improve the quality of courses, evaluation and needs assessments should be carried out regularly by service providers, and they should consider designing the course curriculum with elder learners. In order to help those who did not receive much education when young, foundation literacy courses could be offered. In addition, instead of written course work, tests, and examinations, oral presentations and examinations could be carried out. Finally, certificates, qualifications, and public and large scale graduation ceremonies are found to be good reinforcements for older persons’ learning behaviour. In conclusion, Hong Kong, as a beginner in the systematic development of LL for older persons, has much to do to improve the existing system. Irrefutably, making it perfect is arduous because both the service providers and the government have their own constraints. Nonetheless, trying the best to fill in the gaps between the ideal and the reality will bring the greatest benefits to older persons and the society.
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Wen, Lai-yim. "The educational demands for Hong Kong Country Parks /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B34739440.

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Lee, Suk-yee Teresa. "An analysis of planning in higher education policy in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1871609X.

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48

Wong, Sharon Yin Yue. "Globalization and the transformation of higher education in Hong Kong /." View abstract or full-text, 2006. http://library.ust.hk/cgi/db/thesis.pl?SOSC%202006%20WONG.

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49

Wong, She, and 黃舒. "Heritage conservation education: a community service learning approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48348557.

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Abstract:
When designing educational programme in the field of heritage conservation, community service learning approach may not be the first thing that comes to most heritage conservation educator’s mind. In this study the researcher has engaged in a discussion of the association of community service learning to heritage conservation education. The researcher have tried to make clear why she believe that community service learning, as an innovative pedagogical approach, has important things to say about today’s heritage conservation education. Proceeding from fieldworks, through analysis to explanation, based on direct and participant observations and interviews; two heritage training projects are reviewed to illustrate how community service learning can facilitate heritage conservation education. The researcher hope that other researchers will learn from the study, and educators will be able to critically examine which kind of pedagogical approach is more appropriate for today’s heritage conservation education.
published_or_final_version
Conservation
Master
Master of Science in Conservation
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50

Chiang, Pui-yee, and 蔣佩儀. "The role of civic education in strengthening civic identity among HongKong adolescents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27724074.

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