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 region; either are city societies; either were colonies of ecu powers; and either have passed through political transition to reunification with China. but in schooling, for purposes which are analysed during this booklet, they're very different.
The patters of similarities and modifications 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 multiplied moment version builds at the widely-acclaimed first version. The paintings has been known as an important contribution to the large box of comparative schooling in addition to to review of the explicit societies that are its major focus.
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Extra resources for Education and Society in Hong Kong and Macao: Comparative Perspectives on Continuity and Change
These steps are to be applauded, though further improvements are needed. In some respects, practices in Macao have always been ahead of those in Hong Kong. Pre-service training started in Macao during the 1960s, while in Hong Kong it started only in 1998. Benchmarks for teacher training in Macao included the Certificate course in the 1960s and the Diploma in Education initiated in 1987. BEd courses for serving preschool teachers were launched in 1991, and the Advanced Diploma course replaced the Diploma Course in the University of Macau in 1996.
Also in 1987 St. Joseph’s College stopped all full-time courses, continuing only with part-time evening ones. Two years later, the government officially recognised the preschool and primary education courses offered by St. Joseph’s College, the University of East Asia and the South China Normal University. Graduates from those institutions were eligible for standard subsidies from the government. This treatment raised the question whether the courses should all be considered equivalent to each other despite differences in the mode of teaching, course hours, course design, student assessment, and qualifications of the teaching staff.
The researchers found considerable variability in process quality, with higher quality evident in preschools which exceeded government requirements. Structural and management-related measures significantly contributed to prediction of process quality and accounted for 27 per cent of the variance. These findings have implications for the stringency of regulations and training in management of preschools. Adult-child ratios, a major indicator of preschool quality, are addressed differently in Hong Kong and in Macao.