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Outdoor adventure education (OAE) is philosophically rooted in Western values, yet it has been implemented in non-Western cultures, such as East Asia. This paper examines how OAE functions in East Asia, through data from Hong Kong. Although some cultural differences are clear, there is no compelling evidence that OAE cannot provide benefits in Eastern contexts. The data in our example support the premise that OAE can be a viable and valuable medium for the development of social and intrapersonal skills and may serve as a complementary approach to traditional schooling in East Asia. Implications from this paper include better aligning OAE with schools and teachers, understanding the merits of relationships developed through OAE, and appreciating that some traditional OAE practices should be questioned when exported to different cultures. [ABSTRACT FROM AUTHOR]

The society of Hong Kong objected strongly when the government instructed schools to change their medium of instruction from English to Chinese at the junior secondary level soon after Hong Kong was reunited with the People's Republic of China in 1997. This paper tries to make sense of the objection to this piece of politically correct and pedagogically sound policy. It analyses the situation from Bourdieu's ideas of habitus and various types of capitals. The paper argues that the government's effort to persuade Hong Kong society to accept mother-tongue education on pedagogical grounds alone was to no avail because the English language has not only become a habitus of society; it also serves to distinguish Hong Kong people from mainland Chinese. The failure of the government was partly due to its insensitivity to the nature and social functions of language. [ABSTRACT FROM AUTHOR]

Evidence-based practice and capacity-building approaches are essential for large-scale health promotion interventions. However, there are few models in the literature to guide and evaluate training of social service workers in community settings. This paper presents the development and evaluation of the “train-the-trainer” workshop (TTT) for the first large scale, community-based, family intervention projects, entitled “Happy Family Kitchen Project” (HFK) under the FAMILY project, a Hong Kong Jockey Club Initiative for a Harmonious Society. The workshop aimed to enhance social workers’ competence and performance in applying positive psychology constructs in their family interventions under HFK to improve family well-being of the community they served. The two-day TTT was developed and implemented by a multidisciplinary team in partnership with community agencies to 50 social workers (64% women). It focused on the enhancement of knowledge, attitude, and practice of five specific positive psychology themes, which were the basis for the subsequent development of the 23 family interventions for 1419 participants. Acceptability and applicability were enhanced by completing a needs assessment prior to the training. The TTT was evaluated by trainees’ reactions to the training content and design, changes in learners (trainees) and benefits to the service organizations. Focus group interviews to evaluate the workshop at three months after the training, and questionnaire survey at pre-training, immediately after, six months, one year and two years after training were conducted. There were statistically significant increases with large to moderate effect size in perceived knowledge, self-efficacy and practice after training, which sustained to 2-year follow-up. Furthermore, there were statistically significant improvements in family communication and well-being of the participants in the HFK interventions they implemented after training. This paper offers a practical example of development, implementation and model-based evaluation of training programs, which may be helpful to others seeking to develop such programs in diverse communities. [ABSTRACT FROM AUTHOR]

In 2001, Hong Kong started an enormous, comprehensive, and highly impacted curriculum reform through introducing the "Learning to learn". This reform incorporated changes in subject structure, integration of knowledge and skill, four key tasks, learning and teaching strategies, learning assessment approaches and provision of additional teaching resources. It is regarded as the largest curriculum reform in scale in history of Hong Kong. In 2005, the Education Bureau further reformed the educational system and its curriculum structure, which aimed to transform student learning. These changes included multiple pathways for students, further education, broad and balanced curriculum, integration of academic knowledge and application, and shifting from examination orientation to multiple assessments. However, this reform faced challenges in its design and existed deficits in its implementation. It is being criticized that the curriculum implementation missed the essence of its design. This paper aims to discuss the Hong Kong curriculum reform since 2005. First, it highlights the curriculum reform initiatives and their rationales in New Senior Secondary (NSS) education. Second, it inquires into the implementation dip of the rationales and implementation of NSS reform. Finally, it discusses the unchanged essence of NSS reform. In precise, this article exhibits the significant changes in this new reform such as educational system, subject structure, and curriculum choices. However, it stresses that the reform has not yet changed some fundamental issues such as examination oriented culture and student diversity. [ABSTRACT FROM AUTHOR]

Flipped classroom teaching has become a significant trend in education in recent years, but there remain significant challenges in persuading some teachers to adopt this novel method. Through the lens of Ertmer's first- and second-order barriers to change, this paper presents a study began with the need to understand barriers to the adoption of flipped classroom in Hong Kong public secondary schools. Data collected from a questionnaire with open-ended opinion polls for secondary teachers in Hong Kong and their accompanying comments and feedback revealed that both first-order and second-order barriers were hindering their adoption of flipped classrooms into their teaching practices. While the first-order barriers are being resolved with school and government initiatives, a programme of professional development for teachers, as one of the most tangible approaches to capacity building, was provided throughout 2014-2015 school-year as a strategic intervention. Based on the feedback received, some attributes of effective teachers' capacity building are discussed, and a set of recommendations for catalysing teachers embracement of flipped classroom are given. [ABSTRACT FROM AUTHOR]

The paper reports a quasi-experimental study comparing the "traditional flipped classroom" pedagogical design with the "productive failure" (Kapur, 2016) pedagogical design in the flipped classroom for a 2-week curricular unit on polynomials in a Hong Kong Secondary school. Different from the flipped classroom where students are provided video clips with new concepts and associated procedures to review at home before solving problems in class, the "productive failure" pedagogical design in the flipped classroom worked the other way around. Supported by mobile technologies, students explored, discussed and solved problems related to the new concepts first in class even though they might come across failures, followed by consolidating the concepts and associated procedures using video clips at home. The pedagogical design is referred to as "productive failure-based flipped classroom" in this study. The study was carried out in two Grade 7 classes: one with "traditional flipped classroom" and one with the "productive failure-based flipped classroom". Findings show that both classes had significant improvement in procedural knowledge. However, regarding conceptual knowledge, students in the "productive failure" condition performed better than those in traditional flipped classroom. This suggests that the "productive failure-based flipped classroom" pedagogical design may be better able to improve students' problem solving skills. [ABSTRACT FROM AUTHOR]

Hong Kong's distinct system, as a Special Administrative Region within the People's Republic of China, makes it an interesting case when examining the notion of citizenship, and how it shapes and is shaped by the education system. This article examines the existing literature at this important point in the territory's development. This review contains important lessons not only for the study of citizenship in Hong Kong, but also for how regional identity and citizenship can be shaped by the historical, social, and political forces. Finally, this article will present some of the gaps, which have been identified by scholars in the field. [ABSTRACT FROM AUTHOR]

High quality education programs are essential for preparing the next generation of Chinese medicine (CM) practitioners. Currently, training in CM occurs within differing health and education policy contexts. There has been little analysis of the factors influencing the form and status of CM education in different regions. Such a task is important for understanding how CM is evolving internationally and predicting future workforce characteristics. This paper compares the status of CM education in Australia and Hong Kong across a range of dimensions: historical and current positions in the national higher education system, regulatory context and relationship to the health system, and public and professional legitimacy. The analysis highlights the different ways in which CM education is developing in these settings, with Hong Kong providing somewhat greater access to clinical training opportunities for CM students. However, common trends and challenges shape CM education in both regions, including marginalisation from mainstream health professions, a small but established presence in universities, and an emphasis on biomedical research. Three factors stand out as significant for the evolution of CM education in Australia and Hong Kong and may have international implications: continuing biomedical dominance, increased competition between universities, and strengthened links with mainland China. [ABSTRACT FROM AUTHOR]

Background: Training has been found effective in improving healthcare professionals' knowledge, confidence, and skills in conducting advance care planning (ACP). However, the association between training and its actual practice in the clinical setting has not been well demonstrated. To fill this gap, this paper examines the association between their readiness for ACP, in terms of perceived relevancy of ACP with their clinical work, attitudes toward and confidence and willingness to perform it, based on the Theory Planned Behavior and relevant training experiences. Methods: An online survey about experiences about ACP of healthcare professionals, including physicians, nurses, social workers, and allied healthcare professionals, currently working in hospital and community care in Hong Kong was conducted. Results: Of 250 respondents, approximately half (52.0%) had received ACP-related training. Those with relevant training reported significantly more positive in the perceived clinical relevance, willingness, and confidence in conducting ACP and different levels of agreement with 19 out of the 25 statements in a questionnaire about attitudes toward ACP than those without (ps ≤ 0.001–0.05). Respondents who received training only in a didactic format reported a significantly lower level of confidence in conducting ACP than did others who received a blended mode of learning (p = 0.012). Notwithstanding significant differences between respondents with and without relevant training, respondents generally acknowledged their roles in initiating conversations and appreciated ACP in preventing decisional conflict in surrogate decision-making regardless of their training experience. Conclusions: This paper revealed the association between training and higher level of readiness toward ACP among healthcare professionals. The findings showed that training is a predictor of their readiness for ACP in terms of perceived relevancy, willingness, and confidence. Those who had received training were less likely to consider commonly reported barriers such as time constraints, cultural taboos, and avoidance among patients and family members as hindrances to ACP implementation. [ABSTRACT FROM AUTHOR]

This paper is an attempt to explore the interaction discourse of second language undergraduate learners in the online peer review process of a writing classroom in Hong Kong. Specifically, the writer sought to investigate the types of online discourse learners have in the peer discussions on their writing, and to examine the role of explicit instructions and training for producing quality online peer discourses. Finally, she hoped to understand how instructors could better support and facilitate effective online discourse in peer reviews. Ongoing developments in Hong Kong's higher education call for implementation of more innovative technology-assisted teaching methods that emphasize learner autonomy; thus, this study examines online discourse that occurred during the peer review process in a writing class in which learners assisted one another in revising their writing with the help of technology. The study was conducted on a group of first-year part-time undergraduate students in an Early Childhood Education program in Hong Kong. In this paper, the online peer discourse was assessed by examining the types of comments students made for their peers during two writing tasks: a group task and an individual task. To facilitate the analyses of peer responses, a coding scheme was used (Liang, 2008). Results show that students tended to give more positive revision-related comments and that explicit instruction and training had an impact on the quality and quantity of online discourse. In conclusion, the author identifies several essential elements for facilitating online peer response groups. [ABSTRACT FROM AUTHOR]

Background: Hong Kong is currently a Special Administrative Region of the People's Republic of China. It has autonomy over many policy areas, including finance and education. It is a community of seven million people, which has changed its focus and identity significantly over the last 25 years, from predominantly manufacturing to a service and knowledge economy with particular strengths in financial services. Purpose: This paper will consider the market for teacher education places and the market for teachers, and explore the career intention and commitment implications of high numbers of well qualified applicants applying for teaching in the context of reduced work opportunities elsewhere, an increasing higher education focus on intake scores and the challenge, for the teaching profession and the education system, of teaching becoming less secure work. Sources of evidence: Governmental and institutional publications and data, along with research and survey findings, together with comparative literature underpin the reactions to past, present and possible future effects on teacher education in Hong Kong. Main argument: Given its financial focus, Hong Kong would be expected to suffer significantly during the recent financial crisis and that this would impact across all its sectors including Education and Teacher Education. In addition to the financial crisis, other changes have affected teacher education in Hong Kong, including major reforms in curriculum and school and higher education structure and a significantly diminished birth rate reducing posts in teaching, and raising concerns about job security. Conclusions: Hong Kong is a very prudently managed economy with substantial reserves and a commitment to ‘small government’ and the impact has been different from many other systems. Places on teacher education programmes remained unchanged. Applications for teacher education programmes however increased significantly during the crisis. [ABSTRACT FROM PUBLISHER]

questionnaire was administered to 231 Hong Kong preservice teacher education students to examine their epistemological beliefs and conceptions of learning. Pearson correlation analysis showed significant pairs of epistemological beliefs and conceptions of learning. Regression and path analysis showed epistemological beliefs had significant predictor relationships with conceptions of learning. Four structural equation models were proposed to examine the predictive relationships between epistemological beliefs and selected pairs of quantitative and qualitative conceptions of learning, and the models were validated by confirmatory factor analysis. The results support the hypothesis that epistemological beliefs have significant predictive relationships with quantitative and qualitative conceptions of learning, implying epistemological beliefs play an important role in students' learning. The paper concludes with implications drawn for the future direction of educational practices and research. [ABSTRACT FROM AUTHOR]

Background: In recent years, more and more secondary schools in Hong Kong begin to employ service learning in designing student learning activities. A vast majority of these attempts is developed based on the philanthropic ideas of altruism, love and care; it involves serving elderly people living in the elderly homes far away from the school community. While it is quite right to say that both the students and the elderly people benefit from these projects; the connection of these students to their community, as well as the student learning from the senior citizens in these projects are still in question. In other words, there is a missing linkage between student learning and the community in these philanthropic service learning projects. Aims or focus of discussion: In this paper, we suggest to bridge this missing linkage with the concept "classroom in community" to connect students, and their learning, with the community. Arguments / comments /suggestion: Based on the service learning curriculum derived by us with local secondary schools, we will illustrate how "classroom in community" could facilitate students to learn from and learn for their community, and to act with the community to co-produce public goods. Examples of community based services for elderly people will be used to further elaborate how students could initiate community services through collective dialogues with the community, in these cases, to get connected with their community by serving the elderly people and learning from them as senior citizens. Conclusion: A summary of the characteristics of the approach of classroom in community to service learning is suggested to conclude the paper. [ABSTRACT FROM AUTHOR]

Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper explores the implications of the processes of globalization, localization, and Sinophilia for school music education, with a focus on Hong Kong and Taiwan. Hong Kong and Taiwanese students are expected to become multicultural with respect to Western classical music, traditional Chinese music, other forms of world music, and their local classical and folk music. This study's findings, however, suggest that the processes of globalization, localization, and Sinophilia are unequal determinants of the cultural transformation of Hong Kong and Taiwanese music education. The survey, which was completed by 1,750 Hong Kong and 1,674 Taiwanese secondary school students between March and May 2004, shows that students from both communities much prefer Western classical and popular musics to their respective local folk music, local classical music, and traditional Chinese styles. This paper argues that globalization operates as a homogenizing force in transmitting Western classical music and popular music in schools. Nonetheless, using globalization and localization together, we can stimulate the values of pluralism and emphasize cultural diversity through school music education. [ABSTRACT FROM AUTHOR]

This paper shows how the patterns of variation created in the teaching were critical in helping a class of Primary 3 students in Hong Kong to learn about the colour of light, so that the students attained conceptual rather than procedural knowledge. A ‘Learning Study’ approach was adopted, which is a Lesson Study grounded in a particular learning theory to improve teaching and learning. This study, based on the learning theory of Variation advanced by Marton and Booth, was premised on three types of variation: variation in students’ ways of experiencing what is to be taught/learnt (V1), variation in teachers’ ways of dealing with the ‘object of learning’ (V2), and the use of ‘pattern of variation’ as a guiding principle of pedagogical design to enhance students’ learning (V3). In planning the lesson, a conscious effort was made to create relevant patterns of variation, i.e. varying certain critical aspect(s) while keeping other aspects of the object of learning invariant in order to help students to discern those aspects. Comparison between the results of the pre- and post-test shows that there was significant gain in the students’ learning outcomes with respect to the intended object of learning. The findings contribute knowledge to how the Theory of Variation can be used in practice. It also illustrates how teachers can make use of this theoretical framework to analyze their own teaching and thereby, develop an analytical awareness of teaching and learning. [ABSTRACT FROM AUTHOR]

This paper reports the results of a convenient sample survey of 500 Hong Kong university students conducted in May 2003. The main aim of the survey was to investigate the respondents’ perception of the residential environment and its implications for the quality of life (QOL). Results indicated that the respondents were generally satisfied with the residential environment, scoring a mean satisfaction rating of 3.32, on a 5-point Likert scale. The type, size and age of a respondent’s home, years of occupancy and attending university were found to be significantly related to the overall satisfaction. Transport (4.37), environmental quality (4.30), and public utilities (4.25) were reported to be the most important infrastructures for the QOL, but environmental quality (3.21), education (3.11) and greening (2.98) were considered to be the least satisfactory ones. The desirable distribution of facilities and services was defined by their functions and the new urban designs were appreciated by the respondents. Although available space was less than the ideal and public transport was a serious concern, the respondents had adapted well to the high-density environment and enjoyed the urban life in Hong Kong. It is hoped that the results and findings of this study can provide a reference for the formulation of future development strategy in Hong Kong. [ABSTRACT FROM AUTHOR]

Personal and social education has become an important area of development in education in Hong Kong. Given that much of the literature on personal and social education is Anglo-American or European, what is the influence on the largely Chinese settings in Hong Kong? This paper will examine some of the debates of what constitutes personal and social education. The significance of competing contexts in the development of personal and social education will be analysed in detail. Comparisons will be made between Western and Chinese (especially Confucian) views on personal and social education. Attempts will be made to come up with a notion of personal and social education which is suitable for the Hong Kong context. [ABSTRACT FROM AUTHOR]

The use of information technology to enhance teaching and learning processes has been practiced for a number of years now. However, the rapid growth in the use of the Internet has led to a new dimension in interactive and collaborative learning anytime and anyplace dynamically. With the explosion of "virtual education initiatives", the question of the feasibility and success criteria for such projects quickly arises. To address the question in an organized way, we propose a project assessment based on critical success factors. Hence, in this article, we draw on a widely recognized critical success factor framework. We (slightly) adjust the framework to fit the special characteristics of virtual education initiatives, and apply to one case study, namely the virtual education initiative at the Faculty of Business at the City University of Hong Kong. The results suggest that the past success of the case is due to the adherence to the large majority of critical success factors. However, it also outlines some areas of concern. The paper concludes with a discussion on the strength and limitations of virtual learning environment as well as future directions. [ABSTRACT FROM AUTHOR]

ABSTRACT As with colonial transition elsewhere, the language patterns in Hong Kong have changed with the return of sovereignty to China. Biglossia (whereby Hong Kong Cantonese and English predominate) is shifting to triglossia, as Putonghua, the official language of the People's Republic of China, has become increasingly important. This paper focuses on the impact of colonial transition and in particular the emergence of Putonghua and on the language subjects in the primary and secondary school curricula in Hong Kong. It argues that, whilst the rationale for promoting Putonghua is logical, tensions are evident in the school curricula, most notably in two areas. Firstly, the curricula were already heavily biased in favour of language subjects and, secondly, the necessary teaching expertise for Putonghua is not readily available. [ABSTRACT FROM AUTHOR]

This paper sketches a prototype of web-based landslide prediction service for delivering web-based training. The results show that the proposed landslide GWSC model can effectively compute the landslide risk level in different location, and consequently allow for early-warning, which starts with the sensor in the field and ending with user-opitmized warning messages and action advice. [ABSTRACT FROM AUTHOR]

Contributions: The Chinese University of Hong Kong (CUHK)-Jockey Club AI for the Future Project (AI4Future) co-created the first pretertiary AI curriculum at the secondary school level for Hong Kong and evaluated its efficacy. This study added to the AI education community by introducing a new AI curriculum framework. The preposttest multifactors evaluation about students’ perceptions of AI learning confirmed that the curriculum is effective in promoting AI learning. The teachers also confirmed the co-creation process enhanced their capacity to implement AI education. Background: AI4Future is a cross-sector project that engages five major partners—CUHK’s Faculty of Engineering and Faculty of Education, secondary schools, Hong Kong government, and AI industry. A team of 14 professors collaborated with 17 principals and teachers from six secondary schools to co-create the curriculum. Research Questions: Would the curriculum significantly improve the student perceived competence, attitude, and motivation toward AI learning? How does the co-creation process benefit the implementation of the curriculum? Methodology: The participants were 335 students and eight teachers from the secondary schools. This study adopted a mix-method with quantitative data measures at pre- and post-questionnaires and qualitative data emphasizes teachers’ perspectives on the co-creation process. Paired ${t}$ -tests and ANCOVAs, and thematic analysis were used to analyze the data. Findings: 1) students perceived greater competence and developed a more positive attitude to learn AI and 2) the co-creation process enhanced teachers’ knowledge in AI, as well as fostered teachers’ autonomy in bringing the subject matter into their classrooms. [ABSTRACT FROM AUTHOR]

All Hong Kong universities have been actively influencing education in China since 1997. The major methods include: running an independent university in one case, and managing and transforming four colleges in another; training many mainland students in Hong Kong who upon graduation return there; and serving as a home base on the doorstep of the mainland from which academics can influence their colleagues across the border. This paper shows how all these methods transfer a new set of academic norms prevalent in Hong Kong to the mainland. [ABSTRACT FROM AUTHOR]

Background: Hong Kong, Macau and Singapore are the top five cities/countries with the cheapest fixed line broadband as proportion of monthly income. It is interesting to know that several decades ago, they were still among the list of developing nations, struggling for survival and relief. However, they are climbing to the top in ICT development now. Aims: This paper reviews the ICT development in school education of Hong Kong, Macau and Singapore with respect to their social, geographical, and economic backgrounds. Johannessen's three orders of benchmarks are proposed for the comparison. Method: Literature reviews on recent reports, research articles, books and internet data were used to understand the current situation of the ICT development in education for Hong Kong, Macau and Singapore. Conclusion: It is clear that these three cities' determination and relative amount that had invested in the development of ICT in education were enormous when compared with the US investment. Among these three cities, the investment of Singapore has been much larger than the other two. Singapore's apparent leading in the development of ICT in education is not an accident, especially for the first benchmarks. For the second and third benchmarks, Macau lags behind Hong Kong and Singapore, this is partially due to Macau education system is comparatively much liberal than the other two. [ABSTRACT FROM AUTHOR]

Following the return of Hong Kong to Chinese sovereignty in 1997, the government of the Hong Kong Special Administrative Region developed wide-ranging curriculum reforms, including project learning. A recent survey has indicated that more than 80 percent of Hong Kong’s primary and secondary schools have adopted project learning as a curriculum task. Such an outcome is hard to reconcile both with the culture of Hong Kong schools and the generally bleak picture that pervades the literature on educational change. In seeking an explanation for this apparent success we focus attention on the policy instruments used by government agencies to facilitate the process of implementation. The paper is located in a theoretical framework with its origins in recent policy theory that to date has not been applied to educational contexts. Our analysis revealed that teachers were caught in a pincer movement that involved voluntary activities promoting project learning and coercive measures that monitored and evaluated successful implementation. Teachers’ views of these policy instruments differed markedly from those of policymakers. This confluence of mixed approaches, while apparently successful, is also shown to be problematic. [ABSTRACT FROM AUTHOR]

The article explores the history and scientific heritage of Western medicine in Hong Kong, China and its preservation at the Hong Kong Museum of Medical Sciences. The museum also features exhibitions of traditional Chinese medicine. The medical history of the city is discussed with special attention to the plague outbreak of 1894 and a protected monument originally named the Bacteriological Institute. Other topics include educational programs organized by the museum and the preservation of cultural heritage.

This paper aims to analyse the curricular connectivity between formal learning in the classroom and informal learning experiences in the museum, and to explore the perceptions of the teacher and students on learning in the museum. It is expected that the findings could shed light on how the linkage between formal classroom learning and informal learning experiences in the museum could be strengthened so that life-wide learning could be more effectively implemented. [ABSTRACT FROM AUTHOR]

The accounting and education literatures contain many expressions of concern regarding the perception that plagiarism is on the rise and, particularly, the challenges for English as an Additional Language (EAL) students in mastering the academic referencing requirements underpinning Western-based university programs. This paper outlines an assignment specifically developed to assist EAL students in a second-year financial accounting course delivered in Hong Kong, to develop an understanding of plagiarism issues within the context of their study discipline. The analysis of results indicates that the assignment was effective in enhancing students' understanding of referencing and plagiarism, and confirms the need to actively repeat plagiarism education throughout a study program. The assignment was also seen to have enhanced the quality of students' written work, arguably due to the nature of the assignment as closely replicating the learning methodologies familiar to the Hong Kong student cohort. [ABSTRACT FROM AUTHOR]

Background Social gradients of self-rated health (SRH) of older people are evident in various settings. However, it is not clear whether improving older people's sense of community (SoC) could mitigate the social gradient. Methods People aged above 60 in five residential districts of Hong Kong were sampled using multistage sampling (n  = 1,793). SoC was measured using the validated eight-item Brief Sense of Community Scale, with each item on a five-point Likert scale, forming a score from 8 to 40. SRH was considered as dichotomous (poor/not poor). Socioeconomic status (SES) was operationalised as monthly income, highest education attainment and self-rated disposable income (defined as whether the older person feel he/she has sufficient income). Causal mediation analysis using four-way decomposition was used to assess whether SoC mediates/moderates the association of SES and poor SRH. Results A social gradient of poor SRH by all measures of SES was observed [adjusted relative risk (RR) per standard deviation income increase = 0.92; 95% confidence interval (95% CI) 0.88–0.97; RR comparing lowest to highest education= 1.77; 95% CI: 1.48–2.11; RR comparing very insufficient to very sufficient disposable income = 1.74; 95% CI: 1.48–2.05]. Causal mediation analysis showed that SoC interacts with the association of education and SRH, with higher the SoC, stronger the education gradient. Conclusions Our findings showed a social gradient of SRH in the older population in Hong Kong. This relationship was moderated by SoC, for which higher SoC is related to stronger SES–SRH gradient. [ABSTRACT FROM AUTHOR]

Provides information on broad literature on colonial transition and identify ways in which the Hong Kong pattern does and does not match experiences elsewhere. Patterns of colonial transition; Systems of education in Hong Kong; Autonomy and educational decolonisation prior to the transitional period; Educational changes between 1984 and 1997; Information on continuing transition beyond 1997; Conclusions.

Investigates how both Hong Kong's future after 1997 have influenced education policy and how the resulting policy developments have reflected considerations of politics and economics. Exploration of educational practice and policy by tensions about and aspirations for the future of Hong Kong; Some case studies of links between the 1997 factor and education policy; Conclusions.

Discusses the state of education and democracy in Hong Kong in relation to its upcoming transition to a special administrative region of the People's Republic of China in 1997. Analyzes Hong Kong within the context of comparative literature; Hong Kong experience requires adaptation of existing theories; Macro-level and school-level initiatives; Conclusion.

Copyright of Interventions Économiques is the property of Association d'Economie Politique and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Births outside marriage (BoM) account for around 15% of all births globally. However, the distribution around the world is very uneven, as are cultural and political attitudes towards them. Studies from East Asia have shown that the percentage of such births is very low, with only modest increases in recent years. The orthodox demographic view holds that the maintenance of conservative views around the relationship between marriage and childbearing can play a role in keeping fertility low. Prenuptial pregnancies (PNP) (where births occur within eight months of marriage) have been identified as a growing phenomenon in Japan, possibly being an ‘alternative’ Asian pathway to family formation. As yet, no comprehensive statistical analysis of the trends of BoM or PNP has been performed for Hong Kong. Using a comprehensive microdata set of birth registration in Hong Kong from 1984–2015 (N = 1,680,831) we provide evidence of recent trends in such ‘alternative pathways’ to family formation and examine predictors through regression analysis. Our results indicate, in common with elsewhere in East Asia, low overall period rates of either BoM or PNP (although the latter has risen notably in recent years). While more recent birth cohorts exhibit higher prevalence of such births, their incomplete nature and higher expected propensity suggests that the figures are exaggerated. In our regression analysis, we find that lower educational attainment is a strong predictor of both BoM and PNP, suggesting that a bifurcation of experience may be occurring. This adds further evidence to the theory that the maintenance of traditional family formation systems in the context of revolutionised educational and work opportunities for women mean that the opportunity costs of the ‘marriage package’ become too high. Current disparities in rights and privileges between married and unmarried parents–and especially their children–means that targeted family planning services and support for vulnerable families are policy priorities. [ABSTRACT FROM AUTHOR]

Background: This study aims to assess evidence for any socioeconomic gradients in childhood obesity and hypertension in a population-representative sample in Hong Kong, China. Methods: The data of a stratified random sampled growth survey collected in 2005–2006 was matched with a population by-census. Obesity was defined using the International Obesity Task Force standard and hypertension was defined using the Hong Kong norm table. Family socioeconomic status (SES) was measured by maternal education level. Neighbourhood SES was measured by median household income of the neighbourhood. Multilevel Poisson regression models with robust standard error were used to test the association. Body mass indices of children’s parents were included as potential confounders. Intra-school/neighbourhood correlations were adjusted using random factors. Results: Totally 14842 children (age 6–19 years) included in the analysis, in which 16.6% of them were overweight or obese. Children whose mother only completed secondary school or below had higher risk of childhood obesity (RR 1.41, 95% CI 1.13–1.76, p = 0.003) and hypertension (RR 1.18, 95% CI 1.01–1.36, p = 0.03). Meanwhile, children in the lowest neighbourhood SES group had higher risk of childhood underweight (RR 1.61, 95% CI 1.04–2.49, p = 0.03), overweight (RR 1.35, 95% CI 1.05–1.72, p = 0.02), and obesity (RR 2.07, 95% CI 1.11–3.88, p = 0.02). Conclusions: Socioeconomic gradient in childhood obesity and hypertension existed in Hong Kong, one of the most developed cities in China. These results have implications for policymakers and public health experts and highlight the need to monitor trends in other parts of China. [ABSTRACT FROM AUTHOR]

The purpose of this study was to construct and validate a “Perceived Physical Literacy Instrument” (PPLI) for physical education teachers. Based on literature review and focus group interviews, an 18-item instrument was developed for the initial tests. This self-report measure, using a 5-point Likert scale, formed the PPLI and was administered to 336 physical education teachers in Hong Kong. The sample was randomly split, and exploratory and confirmatory factor analyses resulted in a 9-item, 3-factor scale. Exploratory factor analysis (EFA) item loadings ranged from 0.69 to 0.87, and Cronbach’s alpha ranged from 0.73 to 0.76. Confirmatory factor analysis (CFA) showed that the construct demonstrated good fit to the model. The PPLI thus appeared to be reliable and valid to measure the perceived physical literacy of physical education teachers. It is argued that the instrument can be used for both research and applied purposes and potential uses for the instrument in physical education, medical and health settings are discussed. [ABSTRACT FROM AUTHOR]

Background: School closures as a means of containing the spread of disease have received considerable attention from the public health community. Although they have been implemented during previous pandemics, the epidemiological and economic effects of the closure of individual schools remain unclear. Methodology: This study used data from the 2009 H1N1 pandemic in Hong Kong to develop a simulation model of an influenza pandemic with a localised population structure to provide scientific justifications for and economic evaluations of individual-level school closure strategies. Findings: The estimated cost of the study’s baseline scenario was USD330 million. We found that the individual school closure strategies that involved all types of schools and those that used a lower threshold to trigger school closures had the best performance. The best scenario resulted in an 80% decrease in the number of cases (i.e., prevention of about 830,000 cases), and the cost per case prevented by this intervention was USD1,145; thus, the total cost was USD1.28 billion. Conclusion: This study predicts the effects of individual school closure strategies on the 2009 H1N1 pandemic in Hong Kong. Further research could determine optimal strategies that combine various system-wide and district-wide school closures with individual school triggers across types of schools. The effects of different closure triggers at different phases of a pandemic should also be examined. [ABSTRACT FROM AUTHOR]

Achievement goal theorists have mostly focused on the role of mastery and performance goals in the school setting with little attention being paid to social goals. The aim of this study was to explore the role of social goals in influencing educational outcomes in two collectivist cultures: Hong Kong and the Philippines. Results showed that social goals were able to predict additional variance in various adaptive educational outcomes even after controlling for the effects of mastery and performance goals. Implications for cross-cultural research are discussed. [ABSTRACT FROM AUTHOR]

The international classroom should be a place where students can gain intercultural competencies, which are increasingly important in a global economy, but there are difficulties facilitating interaction between students from different cultures. Students prefer to work in monocultural groups due to the barriers of language and understanding cultural and academic norms therefore they cannot take advantage of sharing and learning from each other's experiences. To understand how to improve this situation, from a student perspective, a White male student from the UK was sponsored to spend a week studying in Hong Kong and to reflect on his experiences. From this it was found that the induction period was the most important for academic and social integration for all students and should focus on expectations of students, including behavioural aspects such as intercultural communication. [ABSTRACT FROM AUTHOR]

This article examines the connection between pro-Beijing schools and national education, focusing on the shaping of national education in the history of Hong Kong. The study also illuminates the similarities in national educational practices between the government-approved post-1997 model and the traditions of these pro-Beijing schools. [ABSTRACT FROM AUTHOR]

Background: The research literature linking children's educational outcomes with levels of parental involvement has in many instances resulted in the location of disadvantage being placed on lack of parental involvement, something that has been the case with South Asian parents in Hong Kong (Au, K., Multicultural issues and literacy achievement, Mahwah, NJ: Lawrence Erlbaum Association, 2006; Jeynes, W.H., A meta-analysis – The effects of parental involvement on minority children's academic achievement, Education and Urban Society 35: 202–218, 2003; Hau, K.T., Tracking the adaptation and development of non-Chinese speaking children (NCS) in mainstream schools, Retrieved from http://www.edb.gov.hk/FileManager/EN/Content_7065/exe_summary%20eng.pdf, 2008; Tsung, L., Zhang, Q., and Cruickshank, K., Access to majority language and educational outcomes: South Asian background students in postcolonial Hong Kong, Diaspora, Indigenous and Minority Education 4, 1–16, 2010). Purpose: This small-scale research study examines the educational involvement of Pakistani and Nepalese parents, and explores the difficulties and challenges South Asians face to succeed in school. Design and methods: In-depth interviews were conducted with 10 South Asian parents (five Nepalese parents and five Pakistani parents). Interviews were semi-structured and consisted of open-ended questions about parents’ educational aspirations, ability in tutoring children with homework, and arrangement of home-learning activities. Transcribed interviews were subjected to content and thematic analysis. Results and discussion: The findings indicate that South Asian parents, despite high aspirations for the education of their children, feel that they lack the linguistic and cultural capital valued by the mainstream society in Hong Kong. This prevents effective involvement in the education of the children. Conclusion: Understanding the perspectives of the parents offers insights into ways in which access to educational outcomes can be denied in school contexts. It is suggested that there needs to be a greater focus on how inclusion/exclusion operates in school contexts in Hong Kong. [ABSTRACT FROM PUBLISHER]

Background: Recent government initiatives in Hong Kong have focused on raising the participation of students from South Asian backgrounds in mainstream schools, to encourage their further integration into Hong Kong's educational system and society. These students' learning in mainstream schools takes place within the context of the central curriculum and, thus, students face the challenge of learning Chinese as an additional language. Mainstream schools sometimes provide additional support, including the provision of bilingual teaching assistants to address the specific needs of the students from South Asian backgrounds. Purpose: This exploratory study aims to investigate the roles of bilingual teaching assistants in Hong Kong. Method: Interviews were held with two bilingual teaching assistants from the South Asian community in Hong Kong who were working in a mainstream secondary school. Teachers from the school were also interviewed. Open-ended interview questions focused on perceptions of the roles and responsibilities of bilingual teaching assistants in Chinese-language-medium classes. The data were analysed to identify any emergent patterns and themes. Findings: The research findings indicate that the bilingual teaching assistants from the South Asian community not only took on the role of helping the learners from South Asian backgrounds in Chinese language acquisition, but also acted as cultural mediators between mainstream school culture and the culture of the South Asian community in Hong Kong. Conclusions: This small-scale exploratory research study suggests the importance of the role of bilingual teaching assistants in promoting equal access to quality education for ethnic minorities in Hong Kong. [ABSTRACT FROM AUTHOR]

Background: Whilst past studies have established the joint influence of student learning experience and study behaviour on academic achievement, few attempts have been made to determine their causal ordering in a longitudinal framework. Purpose: This study explored the reciprocal relationship between learning experience and study behaviour, and examined their relative impact on university students' academic performance. Sample: Participants were 396 undergraduate students from a university in Hong Kong (191 men, 205 women). Design and methods: Students' learning experience and study behaviour were evaluated using the Course Experience Questionnaire (CEQ) and the Learning and Study Strategies Inventory (LASSI). A two-wave cross-lagged structural model was constructed to examine the reciprocal effects between learning experience and study behaviour measured over a 12-month period. Results and conclusions: The findings showed that after controlling for previous academic achievement, student learning experience measured at Time 1 exerted significant influence on study behaviour measured at Time 2, and study behaviour measured at Time 1 also exerted significant impact on learning experience at Time 2. Both constructs were significantly predictive of current academic performance. Conclusions: Results from this study outlined linkages between learning experience and study behaviour in influencing academic achievement. As the current study is based on students from a single university, further studies with different student populations are recommended. The implications of fostering motivation and enhancing university learning experience are discussed. [ABSTRACT FROM AUTHOR]

This article examines the economic effect of education in terms of its impact on the earnings of workers in an information technology (IT)-diffusing economy, based on data from Hong Kong's 2006 by- census and survey on the usage and penetration of IT in industries. Education enhances the productivity of workers and increases their lifetime incomes. However, technological advances, if deskilling, may exert an adverse effect on workers' earnings. The analysis of the economic effect of education is complicated by the increasing application of technologies in the workplace. This study shows that the earnings effect of education and the interaction between education and IT penetration in the workplace are positive and significant, whereas IT by itself brings about a significant negative earnings effect. [ABSTRACT FROM AUTHOR]

This article examines the construct validity of the Course Experience Questionnaire (CEQ) in Hong Kong and investigates the similarities and differences in the process of learning among students in different disciplinary studies. It is based on a survey of 1,563 undergraduate students in two disciplines, humanities and sciences, and of principally Chinese ethnicity. Findings from exploratory and confirmatory factor analyses support the scale structure of the four subscales of a modified version of the CEQ (good teaching, clear goals and standards, appropriate work, and appropriate assessment) in a non-Western context and could provide a basis for cross cultural research and international benchmarking. While there was variation across subgroups, there was a genuine pattern of relationships between the perceptions of learning environment and learning strategies shown by structural modeling. This information could be used to inform the design of discipline-specific programs in the new curriculum. [ABSTRACT FROM AUTHOR]

This article reports on students in Hong Kong and mainland China and their reactions to state hegemony and education. Civic and political education in the two areas differ in ideas of sovereignty, legitimacy, and national themes. The article discusses how educational ideologies have changed between the 1990s and 2008 and how the connection between education and state has shifted as well. The article also describes a study of two student cohorts in 2000 and 2005 to examine changing perceptions of political socializations and critical thinking. Information is provided on the relationship between students and teachers as well.

This study compared the subjective quality of life (SQOL) in schizophrenia patients living with their families in Hong Kong (HK) and Beijing (BJ) and explored the relationship between SQOL and basic socio-demographic and clinical factors. Two hundred and sixty-four clinically stable outpatients with schizophrenia were randomly selected in HK and 258 counterparts matched according to age, sex, age at onset, and length of illness in BJ. SQOL and psychiatric status were assessed with standard rating instruments. There was no significant difference in any of SQOL domains between the two cohorts after controlling for potentially confounding variables. Positive, depressive and anxiety symptoms and drug-induced extrapyramidal side effects (EPS) were all significantly correlated with SQOL. Multiple regression analysis revealed that only depressive symptoms predicted all SQOL domains in both groups. Having removed depressive symptoms from the model, positive symptoms predicted all domains, anxiety predicted all but social domains, use of benzodiazepines (BZD) predicted all but physical domains, EPS predicted physical domain, and history of suicide predicted social domain in HK; anxiety predicted all domains, positive symptoms predicted all but physical domains, EPS, use of BZD and history of suicide all predicted physical domains, and length of illness predicted environmental domain in BJ. Despite considerable differences between the two sites in terms of health care delivery and the economic conditions of the subjects, SQOL did not differ between HK and BJ. The conclusion is in line with previous studies that suggested that patients’ SQOL was independent of their living standard as long as it reached a certain minimum level. SQOL was more strongly related to the severity of depressive symptoms and had weak association with socio-demographic factors. [ABSTRACT FROM AUTHOR]