Shadow education in Hong Kong : the experience of learners of English

It is becoming more common for students in Hong Kong to take extra lessons after school. Several surveys indicate that more than 70% of students need to take private tutoring classes after school in their final year of secondary school (Bray, 2013). This indicates that “shadow education” has become a trend in Hong Kong. There are different types of private tutoring classes in Hong Kong, such as one-on-one tutoring or tutorial classes for groups of five to eight students. These classes aim to help students to perform better in public examination, but it has become more competitive in recent years. Even if students have satisfactory results at school, they may be expected to take extra classes, since doing so has become a societal trend. However, do students really need to take so many classes after school? Does the quantity of private tutoring lessons taken correlate with good academic results? This study investigates why parents in Hong Kong are sending their children to learning centers after school. Do these children really need extra classes, or are they being affected by the surrounding area?

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Book Review of 'Shadow Education: Private Supplementary Tutoring and Its Implications for Policy Makers in Asia' by Mark Bray and Chad Lykins, Hong Kong: Asian Development Bank and University of Hong Kong, 2012

SSRN Electronic Journal ◽

10.2139/ssrn.2346599 ◽

2013 ◽

Author(s):

Hai-Anh Dang

Keyword(s):

Hong Kong ◽

Asian Development Bank ◽

Shadow Education ◽

Development Bank ◽

Policy Makers ◽

Asian Development

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The State and Higher Education in Hong Kong

The China Quarterly ◽

10.1017/s0305741020000958 ◽

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.

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

Studies in Higher Education ◽

10.1080/03075079.2020.1859685 ◽

2021 ◽

pp. 1-14

Author(s):

Jisun Jung ◽

Hugo Horta ◽

Gerard A. Postiglione

Keyword(s):

Higher Education ◽

Hong Kong ◽

Education In Hong Kong

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Integration to Inclusion in Hong Kong: Not an Easy Progression

Australasian Journal of Special and Inclusive Education ◽

10.1017/jsi.2021.5 ◽

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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