Few students have dealt with education in Hong Kong, and perhaps none with a topic resembling The Place of Chinese Culture in the Educational System of Hong Kong. This is not surprising in view of the fact that very few students from Hong Kong study Education. According to the Hong Kong Government's annual report, there were from the lst October, 1961 to the 30th September, 1963, about 1,047, 1,814, 520, and 1,171, students known to have left Hong Kong for the United Kingdom, the United States, Canada, and Australia, respectively, but only about two to three per cent of these took Education courses. [...]

This study investigates the extent to which the elements of Confucian thought, survive and are practiced in the curriculum of Hong Kong secondary schools. It briefly examines the historical background of Confucianism in moral education in China and Hong Kong, examines curriculum guidelines and reference materials issued by the Hong Kong Education Department, and reports on interviews with two supervisors, seven principals and twenty-five teachers. It includes their perceptions of the locus of responsibility for moral education, their assessment of recent curriculum trends, their views on the impact of Confucian values on youth and their speculations on the future of moral education as Hong Kong is reintegrated with mainland China. Overall the study finds that elements of Confucian thought continue to prevail in the teaching of some school subjects and in the quality of school life; however, teachers are generally apprehensive about the erosion of Confucian values in the face of alternative models of moral education and the forces of modernization.

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published_or_final_version / Education / Master / Master of Education

published_or_final_version / Public Administration / Master / Master of Public Administration

Liberal Studies has become a core subject of senior form students in the new education system in Hong Kong since 2009. One purpose of the subject is to develop students as life-long learners. To enhance teaching effectiveness and achieve this goal, learning environment is an important element. This study investigated the effects of co-operative learning on Form Four (Grade 10) and Form Five (Grade 11) students’ metacognition and self-motivation towards Liberal Studies. Participants were 245 students from Form Four and Form Five in a local band two secondary school located in Tin Shui Wai. 68 of them were taught by the author with co-operative learning and 177 of them were taught by other teachers with other teaching methods. Data collection was conducted using questionnaires and group interviews to assess students’ motivation and abilities of self-directed learning in Liberal Studies among different teaching groups. Results of the study showed that co-operative learning is more likely to enhance students’ motivation and self-regulatory skills in their learning than other teaching methods. However, with limitations, results of this study were not precise enough. It is suggested that further research should be conducted to find a more concrete effects of co-operative learning on students’ metacognition and self-motivation towards Liberal Studies. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education