Sustaining Entrepreneurship Education in Hong Kong as a Learning City Through Partnership Building

2017 ◽  
pp. 137-154
Author(s):  
Christina Wai-Mui Yu ◽  
John Chi-Kin Lee
Keyword(s):  
Hong Kong ◽  
Entrepreneurship Education ◽  
Education In Hong Kong

The State and Higher Education in Hong Kong

2020 ◽  
pp. 1-25
Author(s):  
John P. Burns
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
The State ◽  
Institutions Of Higher Education ◽  
Tight Control ◽  
Colonial State ◽  
Archival Material ◽  
Contested Space ◽  
Education In Hong Kong

Abstract Based on archival material and interviews, the paper argues that the autonomy of Hong Kong's institutions of higher education has varied since 1911, with the colonial state initially exercising tight control and relaxing it especially as the transfer of sovereignty over Hong Kong approached. China has sought to reassert control especially since 2014 in what continues to be contested space.

scholarly journals Living in uncertainty: the COVID-19 pandemic and higher education in Hong Kong

2021 ◽  
pp. 1-14
Author(s):  
Jisun Jung ◽  
Hugo Horta ◽  
Gerard A. Postiglione
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Education In Hong Kong

Integration to Inclusion in Hong Kong: Not an Easy Progression

2021 ◽  
pp. 1-13
Author(s):  
Peter Westwood
Keyword(s):  
United States ◽  
Hong Kong ◽  
Inclusive Education ◽  
The United States ◽  
Academic Standards ◽  
Education Policies ◽  
Negative Attitudes ◽  
Large Class Size ◽  
Inclusive Schooling ◽  
Education In Hong Kong

Abstract This article describes the evolution of inclusive education in Hong Kong, moving from segregation via integration to inclusion. The outside influence of education policies and trends from Britain, Australia, and the United States are identified, and the current situation is described. In particular, obstacles that are encountered on the route to inclusion are compared with those found in other countries. These obstacles include large class size, teachers’ often negative attitudes, parents’ expectations, teachers’ lack of expertise for adapting the curriculum and for providing differentiated teaching, and ongoing conflicts between the notion of ‘inclusive schooling for all’ and the ‘academic standards agenda’.

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