To reflect the development and history of education in Hong Kong, the author has collected a wide range of fascinating and illuminating material from different sources, and, wherever appropriate, has included his own commentaries. The book will be a valuable source of reference for educationalists and others who are interested in the development of education in Hong Kong.

It provides comprehensive coverage of developments in formal and informal education in Hong Kong from the end of 1941 to the beginning of the new millennium. As was true of its predecessor, each Part of this book is subdivided into three sections: Commentary, Chronicle, and Evidence. Such an organization facilitates flexible reading. Readers primarily interested in analysis, interpretation, and the identification of themes are likely to focus initially on the Commentary sections and to move, as they feel stimulated, to the relevant entries in the Chronicle and/or items of Evidence. Readers who seek either more encyclopedic understanding or detailed answers to specific questions may well wish to focus primarily or at least initially on the Chronicle sections, and then to search for substantiation in the Evidence section or for amplification in the author's Commentary. At times, some readers may wish to browse through the Evidence sections, reaching possibly serendipitous discoveries. Academic and general readers are likely to be particularly interested in Part I of the book, which deals with education in Hong Kong during the Japanese occupation, a topic that has received only very rare and generalization-bound treatment in other publications. The author offers insights into all levels of education. His conceptual scope incorporates many types of education - including the mainstream academic education, technical education, teacher education, special education, physical education, civic education, education that focuses on morals, that which focuses on culture, and the various sorts of non-formal and informal education.

This title was first published in 1992: Explores the implications of the transfer of sovereignty over Hong Kong in 1997 to the People's Republic of China and the political, economic and cultural impact of the social transition on education.

Hong Kong and Macao have much in common. The dominant populations in both territories are Cantonese-speaking Chinese; both are small in area; both are urban societies; both have been colonies of European powers; and both have undergone political transition to reunification with China. Yet in education, for reasons that are analysed in this book, they are very different. The patters of similarities and differences in the two territories make a fascinating basis for comparative study. The overarching theme of the book, on continuity and change is particularly pertinent following the transition of the two societies of the postcolonial era. This thoroughly-revised and expanded second edition builds on the widely-acclaimed first edition. The work has been recognised as a significant contribution to the broad field of comparative education as well as to study of the specific societies which are its main focus.

Promoting All-Round Education for Girls presents the history of Heep Yunn School, one of the oldest girls’ schools in Hong Kong. Amalgamated from two British mission schools founded in the 1880s for destitute girls and daughters of Christian parents, and renamed Heep Yunn School in 1936, the institution has witnessed and responded to the dramatic changes of Hong Kong over the years. By the time of the outbreak of the Second World War, Heep Yunn had expanded to offer a full Chinese middle school course for girls based upon Christian principles of all-round education. The school expanded rapidly after the war and became a bilingual institution to meet the demand for English language education. Eventually English would become the primary medium of instruction soon after the introduction of nine-year universal education in 1978. Heep Yunn strives to provide a full-fledged all-round education in the midst of political and education reforms. The school opted to switch its status from a government-aided school to a direct subsidy scheme school in the early 2010s so as to retain a larger degree of autonomy. This history of Heep Yunn School documents the concerted efforts of the school council, staff, students, alumnae, and parents to achieve the evolving visions of Christian education for girls as Hong Kong grew from a colonial trading port to a global financial centre in the twenty-first century. ‘Promoting All-Round Education for Girls convincingly charts the shifting purposes and practices of girls’ education in Hong Kong. The text moves seamlessly between the history of the school and the wider context of Hong Kong’s history. Patricia P. K. Chiu illustrates how the school’s educational policy evolved according to the wider strategies and shifts that relate models of femininity and nation-building.’ —Joyce Goodman, University of Winchester ‘This solidly-referenced work provides a balanced and detailed outlook on the unique, evolving features of education in Hong Kong. It shows the effects on Heep Yunn School of major historical changes in education policy and how the school has contributed to the education of girls in Hong Kong in periods of dramatic challenge like the Sino-Japanese War and the disturbances of the late 1960s.’ —Ruth Hayhoe, University of Toronto

This volume offers comprehensive 'state-of-the-art' overviews of educational policies concerning the teaching of English in a large number of Asian countries. Each contribution is written by a leading expert and gives a clear assessment of current policies and future trends. Starting with a description of the English education policies in the respective countries, the contributors then delve into the 'nuts and bolts' of the English education policies and how they play out in practice in the education system, in schools, in the curriculum, and in teaching. Topics covered include the balance between the acquisition of English and the national language, political, cultural, economic and technical factors that strengthen or weaken the learning of English.