By M. Bray, Ramsey Koo
Hong Kong and Macao have a lot in universal. The dominant populations in either territories are Cantonese-speaking chinese language; either are small in zone; either are city societies; either were colonies of ecu powers; and either have gone through political transition to reunification with China. but in schooling, for purposes which are analysed during this ebook, they're very different.
The patters of similarities and adjustments within the territories make a desirable foundation for comparative study.
The overarching subject matter of the booklet, on continuity and alter is very pertinent following the transition of the 2 societies of the postcolonial era.
This thoroughly-revised and extended moment variation builds at the widely-acclaimed first variation. The paintings has been acknowledged as an important contribution to the huge box of comparative schooling in addition to to check of the categorical societies that are its major focus.
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Extra info for Education and Society in Hong Kong and Macao: Comparative Perspectives on Continuity and Change
A second approach was to promote schooling in its indigenous form. A third method was to adopt a mixed system, either by generating a synthesis of the two modes, or creating a parallel system, or some other, more complex, admixture. The most common form of schooling in colonial societies was a mixed mode, as the local administration of education (as opposed to direct control located in the colonial country) meant that the nature of schooling was often strongly influenced by the particular conditions of the colony and by those directly responsible for its provision (Kelly & Altbach 1984).
The Certificate in Kindergarten Education Course launched in 1995 is a benchmark only for kindergarten principals. However, Hong Kong provision did begin to catch up in the late 1990s. In Hong Kong, preschool teacher training was under government operation almost from the start. Although this implied a guarantee of minimum quality, resources were so limited that the capacity was too small to meet the needs. Since preschool education itself was in the hands of the private sector, and there was no legislation on professional requirements, the kindergartens mainly employed untrained teachers with low academic levels.
At the interface of East and West, schools in both places mark a key point where the twain do meet and thus represent either contested cultural territory or a melting pot. In the main, Macao has been influenced by educational practices and curriculum materials from Hong Kong rather than vice versa, but this sibling dependency has not simply been a one-way process throughout history. Especially in Hong Kong’s early years as a colony, many models and ideas were transplanted from Macao. Common issues have emerged, most notably fundamental questions concerning the provision, scope and orientation of primary and secondary schooling within the colonial and postcolonial contexts.
Education and Society in Hong Kong and Macao: Comparative Perspectives on Continuity and Change by M. Bray, Ramsey Koo