Moral education in Hong Kong: Confucian‐parental, Christian‐religious and liberal‐civic influences

2004 ◽  
Vol 33 (4) ◽  
pp. 533-551 ◽  
Author(s):  
Roger H. M. Cheng *
Keyword(s):  
Hong Kong ◽  
Moral Education ◽  
Education In Hong Kong

Moral education in Hong Kong kindergartens: An analysis of the preschool curriculum guides

2019 ◽  
Vol 10 (2) ◽  
pp. 156-169
Author(s):  
Chi Wai Chan
Keyword(s):  
Hong Kong ◽  
Preschool Children ◽  
Moral Development ◽  
Moral Education ◽  
Personal Development ◽  
Fundamental Problem ◽  
Educational Interventions ◽  
Preschool Curriculum ◽  
Curriculum Guides ◽  
Education In Hong Kong

Adolescent problems in Hong Kong have brought questions about their moral development and mental health to light. Moral education for preschool children will be strategically important to address these issues because applying early educational interventions to preschool children will effectively enhance their personal development. This article highlights the inadequacy of the Hong Kong preschool curriculum guides in the promotion of moral development in children. The lack of a consensus about the values and character that preschool children should develop is a fundamental problem of implementing preschool moral education in Hong Kong. If moral education is regarded as a school curriculum, either formal or informal, the objectives, content and assessment should be closely adhered to one another. In addition, the learning and teaching activities should also be in line with student’s developmental characteristics and experiences. The O-C-A model is then proposed for moral education in the preschool settings of Hong Kong. Advice has also been made for the promotion of moral education in Hong Kong’s early childhood settings.

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.

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’.

Sign in / Sign up

Export Citation Format

Share Document