Assessment for learning in the Hong Kong assessment reform: A case of policy borrowing

2021 ◽  
Vol 68 ◽  
pp. 100985 ◽  
Author(s):  
Zi Yan ◽  
Gavin T.L. Brown
Keyword(s):  
Hong Kong ◽  
Assessment For Learning ◽  
Policy Borrowing ◽  
Assessment Reform

A case study of teacher learning in an assessment for learning project in Hong Kong

2010 ◽  
Vol 36 (4) ◽  
pp. 621-636 ◽  
Author(s):  
Sylvia Yee Fan Tang ◽  
Pamela Pui Wan Leung ◽  
Alice Wai Kwan Chow ◽  
Ping Man Wong
Keyword(s):  
Hong Kong ◽  
Teacher Learning ◽  
Assessment For Learning

Play in Asian preschools? Mapping a landscape of hindering factors

2021 ◽  
pp. 146394912110580
Author(s):  
Alfredo Bautista ◽  
Jimmy Yu ◽  
Kerry Lee ◽  
Jin Sun
Keyword(s):  
Early Childhood ◽  
Hong Kong ◽  
Early Childhood Education ◽  
Mainland China ◽  
Academic Learning ◽  
Structural Factors ◽  
Theoretical Frameworks ◽  
Policy Borrowing ◽  
Childhood Education ◽  
Lack Of Information

This article investigates the variety of factors that hinder the implementation of play (as defined by western scholars) in Asian preschools. Drawing on the theoretical frameworks of policy borrowing, enactment and glocalisation, we analyse three jurisdictions that illustrate distinctive problematics: India, Mainland China and Hong Kong. The methodology involves a bibliographic review. Each jurisdiction is presented as a narrative portrait, including key sociocultural characteristics, features of early childhood education system, role of play in government policies, and teachers’ beliefs and practices pertaining to play. The findings show that the distinctive factors hindering play relate to societal mindsets in India, a lack of curriculum clarity in China, and structural factors and parental pressures in Hong Kong. Common hurdles include a high societal emphasis on academic learning, lack of information on how play should contribute to achieve curriculum outcomes, and insufficient teacher preparation. The authors show that play is neither adequately defined nor justified in some Asian policy frameworks, and argue that play might not be viable in certain preschools (especially in half-day programmes). An alternative glocal notion is proposed – child-led activities – which would be less conceptually problematic and more culturally appropriate. The study highlights the need for the glocalisation of Asian early childhood education systems.

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