Educational reform and policy implementation in Hong Kong

Paul James Thomas Francis MORRIS, Ian SCOTT

Research output: Contribution to journalArticle

63 Citations (Scopus)

Abstract

The Hong Kong government, in common with many others around the world, has experienced major difficulties in implementing educational reforms. The nature of the constraints on implementation, however, have differed significantly between the pre- and post-1997 periods. During the transition to Chinese sovereignty, the colonial government sought to avoid friction with teachers and pressure groups which might have resulted from determined efforts to implement its reforms. Policy, consequently, was usually symbolic and often remained at the level of rhetoric. The post-1997 government has shown more intent to bring about change but has been hampered both by an inherited culture of inertia and cynicism towards reform and by the dysfunctions of a disarticulated political system which have led to problems of co-ordination and a loss of capacity. The article analyses the relationship between educational reform and the changing political system and concludes that reform remains an elusive objective. Copyright © 2003 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)71-84
JournalJournal of Education Policy
Volume18
Issue number1
DOIs
Publication statusPublished - 2003

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policy implementation
educational reform
educational policy
Hong Kong
political system
reform
colonial government
pressure group
sovereignty
rhetoric
teacher
Group

Citation

Morris, P., & Scott, I. (2003). Educational reform and policy implementation in Hong Kong. Journal of Education Policy, 18(1), 71-84.

Keywords

  • Educational change -- Government policy
  • Inertia (Mechanics)
  • Cynicim