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ERIC Number: EJ982159
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISSN: ISSN-1061-1932
The Paradox of Educational Quality and Education Policy in Hong Kong and Macau: A Postcolonial Perspective
Chou, Bill K. P.
Chinese Education and Society, v45 n2 p96-110 Mar-Apr 2012
This article seeks to explain a paradox concerning education qualities and reform in Hong Kong and Macau: Hong Kong is ranked higher than Macau on Program for International Student Assessment and various world university leagues. Even so, the education reform in Hong Kong is more profound and vigorous than that in Macau. From the postcolonial perspective, this article argues that the education reforms in the two cities are affected by colonial legacies: Macau has long adopted a noninterventionist policy toward its education sector. The government lacks the political prowess and institutional means to proactively reform the school system and education curriculum. Conversely, the Hong Kong government has traditionally maintained a tight grip on various aspects of education to deal with various challenges posed by the cold war and the struggle between the Communist Party and the Nationalist Party of China. In addition, the different economic structures and economic development strategies lead to the different expectations of education quality: Macau's casino-based economy faces far less external competition than the financial and business service industries in Hong Kong do. Therefore, Hong Kong faces an urgent need to improve its education quality and sharpen its edge to stay competitive in the globalized economy with which Hong Kong is more closely connected. (Contains 11 notes and 5 tables.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; Macau
Identifiers - Assessments and Surveys: Program for International Student Assessment