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1.
This study considered curricular and instructional influences on early Chinese literacy attainment in Beijing, Hong Kong and Singapore. The participants included 198 pre‐school children, their teachers and parents. Children were administered the Pre‐school and Primary Chinese Literacy Scale at the age of either two or three years, and again one year later. Teachers were asked to report on their beliefs and practices related to literacy education, and classroom observations were conducted to determine the extent to which directives issued by the Beijing, Hong Kong and Singapore governments were implemented. Investigation showed that there were marked differences across the societies in curriculum guidelines and approaches to literacy teaching. Results indicated that by the age of four, pre‐schoolers in Hong Kong and Singapore had significantly better Chinese literacy attainment than those in Beijing. Although age was the best predictor of attainment, location, teachers’ qualifications and classroom experience also significantly contributed to children’s literacy attainment.  相似文献   

2.
香港发生的非法“占领中环”和“反修例”风波,让我们不得不重新认识香港推行国民教育的必要性和紧迫性。香港的国民教育不仅要重视以文化为核心的中华民族认同教育,也要强调以宪法和基本法为核心的制度认同教育,还要加大国民教育中的历史认同比重,确保香港青少年能够对祖国的历史形成正确认知,增强国家责任感与民族归属感。通过对香港国民教育进行政策切入研究,梳理其发展脉络,辨析香港现行国民教育的缺失,并结合我国提出的“立德树人系统化落实机制”,从依法治教原则、中国特色社会主义教育督导体制机制、问责纠偏意识、特色“主题教育”、多元主体合力等多角度提出应对香港当前国民教育困境的建议。  相似文献   

3.
Civic education is a contested subject in Hong Kong, and there is no agreement in society on what form civic education should take, which leaves each school to choose its own approach. Under these circumstances, each teacher needs greater capability and self-efficacy to develop school-based civic education. This study examined the factors that influenced Hong Kong primary school teacher confidence in teaching citizenship education with the ultimate goal of nurturing students to become ‘good citizens.’ The results of this study indicated that teacher self-efficacy was influenced by beliefs about the subject (Moral, Civic and National Education) and beliefs about teachers’ roles in the curriculum but not beliefs about teaching. Teachers felt more confident teaching social topics than political topics. While this study was conducted in the Hong Kong context, the findings could be valuable for policy makers and educators elsewhere who seek to strengthen teacher self-efficacy.  相似文献   

4.
It is estimated that of approximately 150–250 million children with disabilities across the world, a large number have difficulties related to problems in the central nervous system (CNS). This paper considers school dropout rates of children with special educational needs associated with CNS problems from a study of educational institutions in North‐East India. Statistical methods, namely the Kaplan–Meier estimator (Product–Limit estimator) for survival probability and the Nelson–Aalen estimator for cumulative hazard rates, were used to identify potential school continuation or dropout probabilities (survival probabilities), along with cumulative hazard rates (dropout rates) for children with a range of disabilities from different training institutions within the sample area. The research found an increasing likelihood of increased dropout rates in relation to the age of the children within the study sample. This indicates that special education is yet to produce satisfactory results for these children.  相似文献   

5.
This paper attempts to argue that using market forces to raise education standards casts doubts to quality education, although this is seemingly an international trend, for such practice presents challenges to many issues such as equity. Using Hong Kong as a case, the paper analyses the practices of quality school education by focusing in particular on the difficulties that newly arrived children encounter. A multi-level framework is employed to critically examine the current government policy on quality education with reference to nine schools from five levels: individual student, institutional, government, societal and professional learning community. Discrepancies between policy goals and school practices are highlighted. The paper then addresses options for improvement and consideration if quality education is to be the hallmark of Hong Kong schooling.  相似文献   

6.
The purpose of this paper was to examine the characteristics of the victims and abusers of child abuse cases on the Child Protection Registry in Hong Kong as of March 1995 and to compare findings with a similar community report of child abuse in Hong Kong conducted approximately 15 years earlier. As of March 31, 1995, there were 457 active cases of child abuse or suspected child abuse (44% male and 56% female) on the computerized Child Protection Registry. Fifty percent of the victims were grade school age children between 7–12, and 62.4% suffered physical abuse. The abusers or suspected abusers were 52% male and 48% female with nearly half (49%) in their thirties. The majority of abusers were married/cohabiting (75%) with only a grade school education (60%). As compared to 1979, there was an increase of sexual child abuse cases, female victims of child abuse, and an increase in male abusers or suspected abusers.  相似文献   

7.
政府财政资助政策主要是解决学前教育发展所需的资金问题,它在学前教育发展中起着重要的作用。我国香港和台湾地区学前教育发展的高水平和高质量都离不开政府的重视和财政投入,而两地在对学前教育机构、幼儿教师、幼儿及其家庭的资助方面各有特色。开展港台地区学前教育财政资助政策比较研究对于推动内地学前教育发展具有借鉴意义。  相似文献   

8.
Parents play a significant role in the education of children with special needs. Recent national policies have aimed to improve support for students with specific learning difficulties and their families in Hong Kong. Literature on the experiences of children with specific learning difficulties in Hong Kong is scarce. This study, by Kim Fong Poon‐McBrayer of the Hong Kong Institute of Education and Philip Allen McBrayer of the University of Guam, attempts to capture a glimpse of the support for students with specific learning difficulties through their parents' account of experiences with school practices. Findings indicated parents' frustration over the use of grade retention as a remedial method, the use of expulsion as a disciplinary strategy, limited instructional support, and a lack of school‐initiated communication to inform, engage or support parents in the special education process which in turn resulted in a poor home–school relationship. Recommendations centred on policy enforcement, reducing class size and teacher workload, and improving home–school relationships.  相似文献   

9.
This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong.  相似文献   

10.
Abstract

Background: This paper analyses the role of, and approach to, policy referencing and borrowing in Hong Kong’s recent reforms that culminated in the creation of its New Academic Structure and the Hong Kong Diploma of Secondary Education.

Main argument: It argues that Hong Kong has gone further than most jurisdictions not just in responding to global influences on education reform, but in taking explicit steps to internationally benchmark its curriculum and assessment, and in involving the global community at multiple levels in the process of education policy planning and implementation.

Sources of evidence and method: The paper is based on the documentary analysis of policy documents in Hong Kong, and 23 interviews with key stakeholders in the policy network, including policy-makers, practitioners and community leaders.

Discussion and conclusions: While policy referencing and borrowing in the Hong Kong context can, in part, be traced to a colonial legacy, the Special Administrative Region of China demonstrates a collaborative approach to education reform involving local and international engagement that may be relevant to other systems. Its approach was informed by a measured use of policy referencing that involved ‘horizon scanning’ of other systems’ policies and practices; international benchmarking; and engaging international expertise to facilitate implementation.  相似文献   

11.
This paper reports a case study on Maneesha Rai, a Nepalese girl living in Hong Kong and an “out of school” student. Based on in-depth interviews, a case was constructed of her previous school days and current “out of school” days. These provided a vivid picture of her life and several themes were created using schema analysis that help explain the reasons for her “dropping out” of school after Form Five. It has been common to attribute school failure for ethnic minority students in Hong Kong to problems with Chinese language education. Yet Maneesha’s case study shows that her experience of failure in other subjects such as Mathematics and Science contributed to her lack of successful schooling. Maneesha’s school failure was more than simply a consequence of academic failure. Rather, there were many other interrelated factors such as peer and community factors, dropout history in the family, racism, differences in schooling culture found that contributed to her school failure. In addition, Maneesha, like many of her ethnic minority friends, enjoyed the freedom afforded her in Hong Kong, but it seemed such freedom also meant inadequate attention from her teachers.  相似文献   

12.
This article briefly describes the Hong Kong education system, discusses the policies and efforts for education quality and school improvement, and reviews the development of school effectiveness research in Hong Kong. Hong Kong people have shown their strong commitment to educational reform for better societal development in the coming decades. A number of important policies have been issued to improve educational practice and school management. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, numerous good opportunities have been created for policy-makers, school practitioners, and educational researchers to conduct educational innovation, school improvement, and school effectiveness research. The ongoing education experiments, reform experiences, improvement practices, and effectiveness studies at both the system and school levels may not only benefit Hong Kong people but also make a contribution to international concern for school effectiveness and improvement.  相似文献   

13.
This study uses The Third International Mathematics and Science Study (TIMSS) data to compare students from Hong Kong with students from the US on the mathematics achievement and on a series of family background factors such as mothers’ expectations, parental education, presence of study aids, living with different family members, and extracurricular time spent in various activities. Results indicate the following. (1) Hong Kong students outperformed their US counterparts in mathematics scores. Hong Kong has advantages in half and US about one-fifth of the family background factors. (2) Seventy-five percent of the factors are significantly associated with mathematics achievement for both countries. (3) Some of the factors influence Hong Kong and US students differently. Recommendations are made on family school partnership strategies such as engaging parents in decision-making roles in educational programs at school for Hong Kong and limiting recreational TV viewing and emphasizing value of schooling at home for the US.  相似文献   

14.
In this age of new media, children are exposed to media messages at an early age. What can we do when the mass media exert such a great influence on children? One proposal has been for the introduction of a new school subject: media education. Though media education has not been part of the official curriculum in Hong Kong, some schools, both primary and secondary, have tried it out. This paper argues for the desirability of introducing media education in primary schools in Hong Kong, with regard to social change, recent education reform and learning initiatives of primary pupils. It then draws on the findings of a study conducted in a local primary school to examine the views of pupils, parents, and teachers on the effects on pupils of the implementation of media education lessons and campus radio projects in this age of new media.  相似文献   

15.
This article reports the findings of a qualitative study that investigates why some local Hong Kong parents decide to give up local education and send their children to international schools in Hong Kong. Data were gathered from 25 parents across eight selected school sites grouped as four cases based on the continental origins of those international schools. Data were analyzed by applying the inductive data analysis model of Miles and Huberman (Qualitative data analysis: an expanded sourcebook. Sage, London 1994). Ten propositions were developed within four emergent fields. The propositions developed led to recommendations for practice and for future studies, which may have the potential to influence changes to education policy to better meet the needs of local Hong Kong students.  相似文献   

16.
In the so-called 'global age', the issue of how children learn to locate themselves in the world is an important one. Working from a foundation of theories related to globalisation, identity development and citizenship education, this paper describes the findings of a research project which explored elementary school children's geographical and affective location of the self in Japan, Macau and Hong Kong. Analysis and discussion of Japanese education policy is then presented in an attempt to explain the finding that Japanese children are far less likely than their counterparts in Hong Kong and Macau to locate themselves in an international sphere.  相似文献   

17.
入学机会在香港虽早已普及,但这并不代表香港中小学教育是公平的。为了检视香港教育公平的实践,本文回顾了香港回归后与教育公平有关的教育政策争议,从学童的性别、贫穷家庭子女、特殊学习需要学童、少数族裔学童、新来港与跨境学童等几方面剖析了香港中小学在教育公平方面的实施情况,并就探讨香港教育公平课题提出了进一步的建议。  相似文献   

18.
Abstract

This article reviews the Hong Kong policy (1998) on information technology in education (ITE). Key proposals in the policy and the rationales presented for introducing new technology in schools are examined. It is suggested that initiatives presented would have been difficult to implement fully without more far-reaching changes in education policies and school practices. Now, other proposals for reform of education in Hong Kong have been released. The ways in which these recent proposals for reform support existing initiatives in ITE are identified and discussed. Available data on the implementation of ITE are also reviewed. It is suggested that while a comprehensive policy framework has now been developed, the ‘vision’ for ITE may take some time to be realised.  相似文献   

19.
Hong Kong Government policy is to promote Hong Kong as an international education hub for the region. This may be more rhetoric than reality. The article surveys the historical background of Hong Kong in terms of its role as a trading centre, a gateway to China and a meeting place for East and West for which interchange with European languages and cultures has been important. The development of education policy within Hong Kong as far as the European dimension is involved is also reviewed. In addition, the development of global trade in educational services is touched upon which thus far has been heavily Anglo-centric. In terms of Hong Kong itself, an analysis is presented of overseas educational programmes available in Hong Kong from Europe. The extent of European languages and studies provided in the school, university and lifelong learning sectors is surveyed. The work of European consulates in promoting languages and culture through such organisations as the Alliance Française, Goethe Instituta, etc. is another important part of provision. The article makes passing reference to the neighbouring territory of Macau and the importance there of Portuguese.
The article concludes that for European studies and languages, the role of Hong Kong as a trading and financial hub has been a more significant stimulant than the Hong Kong government's policy for Hong Kong to be an international education hub.  相似文献   

20.
When Hong Kong is moving towards a knowledge society in the new millennium, research is clearly necessary to provide a knowledge base for educational development and reform to meet the challenges of globalization and high technology in the world. This report aims to review the education policy environment in Hong Kong and see whether research can be encouraged to support policy development and practice improvement. Particularly, the report will give a brief introduction to the recent initiatives in Hong Kong school education since the establishment of the Special Administrative Region in 1997 and discusses the potential research agenda to support the ongoing education reforms at the school system. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

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