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Please use this identifier to cite or link to this item: http://hdl.handle.net/2031/3766

Title: Meeting the global needs: curriculum reform in Hong Kong
Authors: Cheung, Hoi Ying
Department: Department of Applied Social Studies
Issue Date: 2005
Supervisor: Dr. Chan David Kin Keung
Subjects: Globalization
Knowledge-based economy
Education reform
Curriculum reform
Abstract: In the 21st century, societies face different challenges posed by the tidal wave of globalization. The challenges are multi-dimensional and multi-faceted, bearing economical, political, social, and cultural implications. One of them is the global platform which has drawn interdependency among nations and competitiveness originated from the international acquisition of labor. In addition, the evolution of knowledge-based economy has further triggered a change in labor market demands, for instance, demand on creativity, ‘learning to learn’, and ‘learning for life’ abilities. Those new labor market demands have been fitted exactly into the education system of many societies, and Hong Kong is no exception. It has called for the education reform to produce the ideal graduates who can meet the demand and adaptable to the rapid changing environment. Every student needs to learn the demanded competencies. Curriculum reform, an integral part of the education reform carried out since 2000 in Hong Kong, is central to assist students in ‘learning how to learn’ so as to cultivate the attitude of ‘lifelong learning’. In the light of it, this Research Project examined how each curriculum reform measure in primary school and secondary school is carried out, e.g. a new curriculum framework for both basic and senior secondary education, Liberal Studies, and Career-oriented Studies. Two theoretical frameworks, Human Capital and Curriculum as Socially Organized Knowledge were used for the analysis. On one hand, how the curriculum prepares students into a human capital was examined. On the other hand, it was found that the curriculum was still stratified and specialized after reform but effort was seen in improving connectedness. When the macro policy is being translated into the micro environment, the curriculum reform in Hong Kong faces the problem of big gap between suggestions made and the actual conditions. It is mixed with mass education initiatives and elitist education characteristics at schools.
Appears in Collections:Applied Social Studies - Undergraduate Final Year Projects - Sociology

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