No Easy Choice: Value Dilemmas of Education Reform and Economic Rationalism in Hong Kong

Tse, Thomas Kwan‐Choi

doi:10.1177/105678790501400108

Cited by 2 publications

(2 citation statements)

References 6 publications

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“…The Hong Kong SAR Government has pushed forward numerous reform initiatives in the name of equality and equity (Tse 2005), but the above analysis indicates that the poor are deprived of better quality education under the new policies. Hong KongÕs economy has picked up in the last couple of years and the current financial and foreign reserves of the Government have amounted to HK$900 billion (equivalent to US$115.38 billion), but the recent Gini coefficient shows that Hong KongÕs coefficient (0.53) has reached an alarmingly high level (0.45 being the optimal level).…”

Section: Resultsmentioning

confidence: 98%

Education Reform in Hong Kong: The “Through-Road” Model and its Societal Consequences

Poon

Wong²

2007

Int Rev Educ

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Although Hong KongÕs education system has long been criticized as lacking in creativity and over-emphasising rote learning, on the whole it has served Hong Kong well in the past years, breeding outstanding business, academic and political leaders who continue to maintain Hong KongÕs competitive edge. The traditional elite schools have played a crucial role in the process. The education reform, which is still on-going, aims to overhaul the entire system by introducing the ''through-road'' model. To accomplish this, some mechanisms need to be changed. J.P. FarrellÕs concepts of equality and equity, C.W. MillsÕ concept of elitism, and P. Bourdieu and J. ColemanÕs concepts of cultural and social capital will be applied to analyse the consequences of the reform. The paper argues that the education reform may be well-intentioned in eliminating some elements of inequality and inequity in education, but that this comes at the expense of Hong KongÕs cultural and social capital and leads to the development of new forms of inequality.Re´sume´-RÉ FORME DE LÕÉ DUCATION À HONG KONG: LE MODÈ LE «THROUGH ROAD» ET SES CONSÉ QUENCES SOCIALES -Bien que le syste`me dÕe´ducation de Hong Kong ait e´te´longtemps critique´comme manquant de cre´ativite´et comme mettant trop lÕaccent sur lÕapprentissage par coeur, dans lÕensemble il a bien servi Hong Kong durant ces dernie`res anne´es, apportant des affaires exceptionnelles, des leaders universitaires et politiques qui continuent a`maintenir lÕavantage concurrentiel de Hong Kong. Les e´coles dÕe´lite traditionnelles ont joue´un roˆle crucial dans ce processus. La re´forme dÕe´ducation, qui est encore en cours, vise a`re´viser le syste`me entier en pre´sentant le mode`le « a`travers la route ». Pour re´aliser ceci, il faut changer quelques me´canismes. Les concepts de J.P. Farrell sur lÕe´galite´et lÕe´quite´, le concept dÕe´litisme de C.W. Mills, et les concepts de P. Bourdieu et de J. Coleman de capital culturel et social seront applique´s pour analyser les conse´quences de la re´forme. Le papier soutient que la re´forme de lÕe´ducation est sans doute bien intentionne´e afin dÕe´liminer quelques e´le´ments dÕine´galite´et dÕinjustice dans lÕe´ducation, mais que ceci se fait aux de´pens du capital culturel et social de Hong Kong et me`ne au de´veloppement de nouvelles formes dÕin-e´galite´.Zusammenfassung -BILDUNGSREFORM IN HONGKONG: DAS ''THROUGH-ROAD''-MODELL UND SEINE GESELLSCHAFTLICHEN AUSWIRKUNGENObwohl das Bildungssystem in Hongkong seit la¨ngerem aufgrund kreativer Ma¨ngel und seiner Ü berbetonung des Auswendiglernens kritisiert wird, leistete es im Großen und Ganzen doch gute Dienste und brachte eine hervorragende Gescha¨ftswelt mit wissenschaftlichem und politischem Fu¨hrungspersonal hervor, welches in der Lage war, die Wettbewerbsfa¨higkeit Hongkongs sicherzustellen. In diesem Prozess spielten die traditionellen Eliteschulen eine tragende Rolle. Die weiterhin andauernde Bildungsreform will nun das gesamte System durch Einfu¨hrung des ''Through-Road''-Modells auf neue Fu¨ße stell...

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Section: Resultsmentioning

confidence: 98%

Education Reform in Hong Kong: The “Through-Road” Model and its Societal Consequences

Poon

Wong²

2007

Int Rev Educ

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“…Farrell (1999) opined that the education reform initiated by the HKSAR government after 1997 is part of the rhetoric of the 'currently fashionable reform movements for equality of education' (Farrell, 1999, p. 149). A similar view is shared by Tse (2005), who also remarked that the HKSAR government has in fact rolled out numerous reform initiatives in education for the sake of equality and equity. In their analysis of the education reform in Hong Kong, Poon and Wong (2008) discussed the 'through-road' model as a means to promoting equality and equity in education, as well as in the wider social and economic contexts.…”

Section: Education Reforms In Hong Kongmentioning

confidence: 65%

Increasing professionalization and vocationalization of continuing education in Hong Kong: trends and issues

Tam

2013

International Journal of Lifelong Education

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No Easy Choice: Value Dilemmas of Education Reform and Economic Rationalism in Hong Kong

Cited by 2 publications

References 6 publications

Education Reform in Hong Kong: The “Through-Road” Model and its Societal Consequences

Education Reform in Hong Kong: The “Through-Road” Model and its Societal Consequences

Increasing professionalization and vocationalization of continuing education in Hong Kong: trends and issues

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