Purpose – After the handing over of Hong Kong sovereignty from 1997 and under the “one country two systems” model, the Special Administrative Region's Government initiated new policies of civic education and amended or ignored the old ones. However, it was not until May 2011 that the complete new policy paper was introduced for consultation and then it was passed and issued as national education in April 2012. This article aims to analyze the civic education policy of Hong Kong in the transfer of power after the handing over in the following 15 years. Design/methodology/approach – This policy analysis describes the preparations for Hong Kong’s future citizens and masters. Theories of citizenship education are adopted for this analysis. Moreover, theories of the state are also applied for more in-depth understanding. These concepts are helpful to operationalize the contents of the study. It was a historical and comparative method to help to understand and explain the civic education policy of the HKSAR's governance. Findings – Basically, it can be seen that the policies are anticipatory and responsive. The historical context of Hong Kong helped to make the correspondence with how the government expected to mold its future citizens in order to facilitate and implement their administration and governance. Originality/value – This paper explores the role of the Hong Kong Government in the initiation and implementation of civic education. Copyright © 2013 Emerald Group Publishing Limited.
theory of the state
CitationHung, S. C. F. (2013). Civic education policy of the Hong Kong special administrative region: A historical and comparative analysis with theories of the state. Asian Education and Development Studies, 2(2), 177-206.