Education in Hong Kong, 1941 to 2001

CONTENTS

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pp. v-vi

Preface

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pp. vii-viii

The book that follows resembles its predecessor, Education in Hong Kong, Pre-1841 to 1941: Fact and Opinion in numerous ways, including the apparently mammoth length of its gestation period. I hope that readers will conclude that this is actually a virtue. ...

Abbreviations

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pp. ix-xii

List of Illustrations

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pp. xiii-xvi

Introduction: Visions and Revisions

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pp. 1-80

This book is a sequel. Its rationale is, therefore, substantially the same as that which applied to its predecessor, Education in Hong Kong, Pre-1842 to 1942: Fact and Opinion. Like its predecessor, it attempts to present enough instances of information, ideas, attitudes, and skills to enable the reader to become his/her own historian of...

Part One: Occupational Hazards (And Therapy?), 1942-1945

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pp. 81-136

The Japanese occupation of Hong Kong remains an emotive subject. Most readers, today, will readily recognize the hazards that the people of Hong Kong experienced during these years. Familiarity with published histories, journalistic accounts, and folk-memories of the way the Japanese treated their conquered territories will...

Part Two: Reconstruction, expansion, and transformation

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pp. 137-236

The twenty years after the end of Japanese occupation saw the onset of many of the labour pains which led eventually to the birth of modern Hong Kong — though none of them was, in the other sense of the term, a contraction. During these first postwar decades, momentous changes occurred concerning the population, politics...

Part Three: Policy, Pressure Groups, and Papers — On the Way 237 to Mass Access, 1965-1984

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pp. 237-364

The proliferation of policy papers and of education-related pressure groups made this period distinctive in Hong Kong's history of education, contributing to an atmosphere in which mass seemed more important than quality, though neither the papers nor the pressure groups were themselves massive in size. Concurrent...

Part Four: Planning for a More Certain Future, 1985-1997

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pp. 365-522

In the early and mid-1980s, the continuing and increasing decline in the annual growth rate of the population¹ and the change in the age-distribution of the population² facilitated longer term planning for education as well as the achievement of the targets identified in earlier plans. The reduction of pressure over...

Part Five: A More Certain Future — The Pleasures and Perils of Post-colonialism, 1997 to the New Millennium

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pp. 523-642

Probably the most important characteristic of education in Hong Kong in the years immediately after the change of sovereignty was the overall lack of dramatic or conspicuous change. Part of the reason for this was, of course, the reassurances involved in the continued espousal by politicians and officials in the PRC, echoed...

Bibliography

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pp. 643-653

Index

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pp. 635-682