Shadow education in Hong Kong : typology and educational functions of private supplementary tutoring

2014 ◽  
Author(s):  
Kam-yuen Yip
Keyword(s):  
Hong Kong ◽  
Shadow Education ◽  
Education In Hong Kong

A Need or a Force? Shadow Education in Hong Kong From Secondary School Parent’s Perspective

2021 ◽  
Vol 36 (1) ◽  
pp. 39-50
Author(s):  
Ching Ho Cheng
Keyword(s):  
Hong Kong ◽  
Secondary School ◽  
Private Tutoring ◽  
After School ◽  
Shadow Education ◽  
Learning Centers ◽  
Surrounding Area ◽  
Public Examination ◽  
Different Types ◽  
Education In Hong Kong

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?

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’.

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