Hong Kong and Singapore both aspire to be recognized as outstanding Asia world cities. They commonly seek to cope with the demands of globalization. For both economic and cultural reasons they also share a high value for education along with their aspirations for their citizens to be equipped with global awareness and intercultural competence. Yet it is uncertain as the extent to which these aspirations have been translated adequately into their school ethos and the intercultural sensitivity of teachers. A comparative case study on the government policies, school-based provision and pedagogical practices for educating these two student groups was conducted in both cities. The findings revealed that although they face some similar educational challenges, they responded to them differently both at the government and school levels. Based on the findings of the comparative study, this paper will examine, compare and evaluate the responsiveness of policies and practices to the identified needs of the student groups. Implications for both public policy making and teacher professional development will also be addressed.
|Publication status||Published - 2010|