By M. Bray, Ramsey Koo
Hong Kong and Macao have a lot in universal. The dominant populations in either territories are Cantonese-speaking chinese language; either are small in quarter; either are city societies; either were colonies of ecu powers; and either have gone through political transition to reunification with China. but in schooling, for purposes which are analysed during this e-book, they're very different.
The patters of similarities and ameliorations within the territories make a desirable foundation for comparative study.
The overarching subject matter of the ebook, on continuity and alter is very pertinent following the transition of the 2 societies of the postcolonial era.
This thoroughly-revised and accelerated moment version builds at the widely-acclaimed first version. The paintings has been known as an important contribution to the extensive box of comparative schooling in addition to to review of the categorical societies that are its major focus.
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Extra info for Education and Society in Hong Kong and Macao: Comparative Perspectives on Continuity and Change
Sample text
All graduates of basic training courses developed according to this framework could seek recognition from either the Education Department or the Social Welfare Department. In 1997, the Education Commission released its seventh report, on quality school education. The document was timed to enlighten the Special Administrative Region (SAR) government on the quality of education as Hong Kong advanced into the postcolonial era. The report focused mainly on primary and secondary schools, but did not exclude other levels of education.
An initiative with even greater implications was the review of the Macao Education System announced in the Chief Executive’s 2002 Policy Address. A consultation paper was subsequently released (Macau, Direcção dos Serviços de Educação e Juventude [DSEJ] 2003) and suggested two changes in preschool education. First, it proposed, preschool education should include the preparatory class of primary education to become an education sector of three years; and second, preschool education should be included as part of the fee-free education system so that children from age three to 15 would benefit.
Within the education sector, preschools were neglected by the government, but that did not greatly change in the period immediately following 1984. In 1997 preschool education remained largely in the private sector, and about one third of kindergarten teachers were still untrained. However, the government did inject more resources after 1994. This was not so much because of the impending political transition as a response to the public view that the sector needed attention. Underlying this comment is an observation about the role of government.