Exploring Hong Kong Nonprofit Education Programs

2021 ◽  
Author(s):  
Sung-Ju Kim ◽  
Helen Liu ◽  
Bok Gyo Jeong ◽  
Qihai Cai
Keyword(s):  
Hong Kong ◽  
Nonprofit Sector ◽  
Chinese Government ◽  
Degree Programs ◽  
Education Programs ◽  
Greater China ◽  
Continuous State ◽  
Nonprofit Education ◽  
Historical Developments ◽  
Education In Hong Kong

The nonprofit sector in Hong Kong has developed under unique historical circumstances, including the introduction of the nonintervention policy by the British colonialism and the political transition to the Chinese government in 1997. These historical developments obviously had an impact on the development and expansion of the nonprofit sector within Hong Kong and the requisite qualifications for nonprofit employees that have been in a continuous state of flux. For example, during the 1960s, social work education in Hong Kong was developed through the influence of the professionalization movement in human service organizations, which encouraged the development of nonprofit education in Hong Kong. This study was undertaken to identify NPO/NGO degree programs at the university level in Hong Kong along with their curricula, finding 20 NPO/NGO degree programs within seven universities in Hong Kong including a total of 163 listed courses. The results show that NPO/NGO education programs in Hong Kong were developed based on an interdisciplinary perspective, that the programs highlight service provision and advocacy, while the Greater China regional contents, such as cultural, historical aspects of the Greater China, are reflected in the programs.

University-Based Higher Education on Nonprofit and Nongovernmental Organizations in South Korea: Comparative Analysis between South Korea and the United States

2021 ◽  
Author(s):  
Sung-Ju Kim ◽  
Bok Gyo Jeong
Keyword(s):  
United States ◽  
South Korea ◽  
Financial Management ◽  
Nonprofit Sector ◽  
The United States ◽  
Degree Programs ◽  
Education Programs ◽  
South Korean ◽  
Curricular Content ◽  
Nonprofit Education

From the early 1990s to the present, the nonprofit sector in South Korea has grown exponentially in size and scope, resulting in increased calls for the development of nonprofit education programs to educate future leaders of the nonprofit sector in South Korea. This article reports on a study undertaking to determine the scope and dimensions of the nonprofit and non-governmental organization (NPO/NGO) education in South Korea, identifying university-based nonprofit education programs in South Korea and analyze curricular content employing Wish and Mirabella’s seven-category model for evaluating curricular content in nonprofit programs. At present, South Korea offers 23 NPO/NGO degree programs at 16 universities with a combined total of 634 courses being offered as part of these degree programs. In addition, there are 45 universities offering three or more NPO/NGO related courses outside of the identified 23 NPO/NGO degree programs among the top 50 South Korean Universities, including the aforementioned 16 universities. Our findings show that South Korean NPO/NGO degree programs are more focused on advocacy and public policy related topics than on other categories of curriculum content, and with very little focus on financial management related topics in particular. The paper concludes with a discussion of the unique structure of NPO/NGO degree programs compared with programs in the United States, highlighting the proportional difference between the internal and external functions.

Building Houses by the Rootless People: Youth, Identities, and Education in Hong Kong

2020 ◽  
Vol 90 (2) ◽  
pp. 282-294
Author(s):  
CHUNG-HIN KEVIN HO ◽  
HEI-HANG HAYES TANG
Keyword(s):  
Hong Kong ◽  
History Education ◽  
Civic Identity ◽  
Chinese Government ◽  
Reflective Dialogue ◽  
History Curriculum ◽  
Ethnic And Cultural Identity ◽  
The Government ◽  
The City ◽  
Education In Hong Kong

In this essay, Chung-Hin Kevin Ho, a history education university student in Hong Kong, narrates his search for civic identity. Composed through a process of critical and reflective dialogue with Hayes Tang, the essay describes the tension between Chung-Hin’s Chinese ethnic and cultural identity and the democratic values held by Hong Kongers. As a student, he and his peers had to navigate these competing conceptions of identity in their coursework and examinations. The youth of Hong Kong, including Chung-Hin, have protested against the Chinese government, and have fought to protect the values of Hong Kong. As a future educator, Chung-Hin has advice for the government administrations of both Hong Kong and China: work with Hong Kongers to help them “build their own house.” Chung-Hin argues that if Hong Kong is to become closer to China, it cannot be done through force or propaganda. Further, Chung-Hin contends that education initiatives that change the history curriculum of Hong Kong schools is not enough to bring the youth of the city to heel. Chung-Hin’s experiences, and his own understanding of history education in Hong Kong, have helped him see that the values of Hong Kongers need to be respected if there is any hope of gaining their trust and acceptance. In this timely essay, Chung-Hin highlights how government policies and historical legacies have shaped his personal experience and educational trajectory in Hong Kong, as well as the other students who are a part of the largest youth protest movement in recent memory.

Emerging issues of teaching and social justice in Greater China: Neoliberalism and critical pedagogy in Hong Kong

2018 ◽  
Vol 16 (6) ◽  
pp. 781-803 ◽  
Author(s):  
Benjamin “Benji” Chang ◽  
Peter McLaren
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Hong Kong ◽  
Critical Pedagogy ◽  
Student Assessment ◽  
Greater China ◽  
International Student Assessment ◽  
Language Class ◽  
The Usa ◽  
Education In Hong Kong

From the Americas to Asia, neoliberal policy restructuring continues to present major challenges to educational equity. In Hong Kong, teacher educators grapple with training students in pedagogy they believe in, versus the daily status quo of high-stakes exam prep, privatized “shadow education,” and a system seemingly pushed to the brink of neoliberal social efficiency. Indeed, in recent years, Hong Kong has recorded top rankings on the Trends in International Mathematics and Science Study and the Programme for International Student Assessment, along with record-setting protests and student suicides. Like in the USA, neoliberalization of teacher education in Hong Kong has proffered dilemmas of standardized curricula, evaluation, and licensure, often under the guise of “21st century skills and technology.” Both regions also face perpetual threats of being under- or de-funded, based on “data-driven” decision-making and leadership that are supposedly more accountable and efficient. Unsurprisingly, neoliberal policies and practices have often exacerbated inequities in teaching and learning, especially for communities labelled as minority or working-class. Within traditions of critical pedagogy, this article’s authors engage in a discussion on how educators and students are navigating the neoliberal behemoth and developing more inclusive spaces across local contexts of language, class, and culture. Based on the authors’ research in the Americas and Greater China, this article interrogates some of the junctures and ruptures of neoliberal education in Hong Kong, long-held as bridge between “East” and “West.” The article draws from the first author Benji Chang’s action research projects with pre-and in-service teachers in the region, which examines how they are critiquing and challenging dominant discourses of neoliberalism (e.g., positivism, standardization, and market-economy), and what brings hope. Given Hong Kong’s history of colonization with Europe and the USA, and the ever-expanding dominance of mainland China, this article makes a contribution to international scholarship concerned with teacher education and social justice.

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