Policy Forum on Student Access and School Quality In the Greater Bay Area, China held successfully

Policy Forum on Student Access and School Quality in the Greater Bay Area, China: Research on Student Subgroups from Kindergarten to Secondary School held successfully. 

On December 5, 2023, the Hong Kong Institute of Educational Research (HKIER) successfully organized the “Policy Forum on Student Access and School Quality in the Greater Bay Area, China: Research on Student Subgroups from Kindergarten to Secondary School.” The forum was conducted in a hybrid format. The Forum extended invitations to a diverse group of participants, including six researchers from various academic fields, two high school principals, and an education entrepreneur. This diverse composition ensured a broad range of perspectives and expertise were represented during the presentations. The event garnered an attendance of students, professors, and educational practitioners from various nations, who actively engaged both in-person and online.

The scientific co-organizers of the Forum were Professor Kenneth K. WONG from Brown University and Professor Dongshu OU, Associate Professor at the Department of Educational Administration and Policy and Associate Director of HKIER. This one-day event, generously supported by the Tin Ka Ping Foundation and the CUHK Guangdong-Hong Kong-Macau University Alliance Symposiums on Greater Bay Area Fund, was an integral component of the “Research Consortium on Education Policy and Development in the Greater Bay Area” (ReCEPD) project. The primary objective of the Forum was to facilitate the gathering of esteemed researchers from diverse regions to engage in in-depth discussions on educational reform matters and explore the educational and labor market opportunities within the GBA. By adopting multidisciplinary perspectives and combining the views from both academics and practitioners, the Forum aimed to provide a comprehensive understanding of the education and labor market landscape in the GBA.

During the opening remarks, Professor Xitao FAN, the Dean of the Faculty of Education, emphasized the Forum’s significance in strengthening the connection between CUHK and the GBA, highlighting CUHK’s pivotal role as a prominent hub for educational policy research within the GBA. Professor Heung Sang Stephen WONG, the Director of HKIER, discussed the valuable contribution of HKIER in advancing research excellence concerning educational matters in the GBA, as well as fostering regional collaboration through the Forum. The scientific co-chairs, Professor Kenneth K. WONG and Professor Dongshu OU, provided an overview of the Research Consortium’s background and objectives, shedding light on the Forum’s purpose and goals.

Session I, titled “International Benchmarks and Student Assessment,” consisted of two presentations delivered by Professor Kit-Tai HAU from The Chinese University of Hong Kong and Professor Yuko NONOYAMA-TARUMI from Musashi University. The session was expertly moderated by Professor Kenneth K. WONG.

Drawing upon his extensive expertise in comparative educational psychology, Professor Kit-Tai HAU delivered a presentation titled “Monitoring Education Quality: Challenges, Results, and Analytical Approaches.” He emphasized the significance of placing Hong Kong within a comparative framework when evaluating its educational landscape. Utilizing data from the Program for International Student Assessment (PISA), he highlighted Hong Kong’s performance in delivering high-quality and equitable secondary education while shedding light on various contradictions surrounding the perception and reality of educational systems in East Asia.

Professor Yuko NONOYAMA-TARUMI presented on “Educational Equality for Whom: Comparing Hong Kong and Macao to OECD Countries.” Her research demonstrated that the concept of equality is understood differently in various social contexts. Through empirical analysis, she examined whether the socioeconomic status (SES) gap in academic achievement is more pronounced at the upper, lower, or middle levels of the SES distribution across different contexts. Her findings revealed a significant science achievement gap at the upper end of the SES distribution for students in Hong Kong and Macao, relative to their peers in other OECD countries. She suggested that future research should investigate the decision-making processes of affluent families in Hong Kong and Macao.

During the session, both Professor Ran LIU from the University of Wisconsin, Madison, and Professor Yisu ZHOU from the University of Macao provided insightful comments on the presentations. They called for an in-depth analysis of the myths presented in Professor Kit-Tai HAU’s research using appropriate instruments and measurements, as well as the utilization of advanced statistical techniques to validate the findings presented in Professor Yuko NONOYAMA-TARUMI’s research.

Session II, titled “Learning Opportunities for Migrant Children,” featured two paper presentations delivered by Professor Jialing HAN from Beijing Academy of Social Sciences and Professor Yun DAI from The Chinese University of Hong Kong. The session was skillfully moderated by Professor Dongshu OU.

Professor Jialing HAN presented on the topic of “Current Situation and Reflection on the Education Development of Migrant Children Under the ‘Double Reduction Policy’.” Her presentation provided an overview of the national policy of “double reduction” and its implications. Her research findings indicated that the policy has had positive effects, such as alleviating the learning pressure on migrant children and reducing the financial burden of education on their families. However, it also highlighted the potential increase in educational anxiety among migrant parents, as they now face greater challenges in affording supplementary education for their children, which has now shifted to underground channels.

Professor Yun DAI’s presentation, titled “An Inclusive Education Approach to Promote AI Literacy Among Cross-Border Students in Hong Kong,” focused on addressing the issue of smartphone addiction among economically disadvantaged Shenzhen-Hong Kong cross-border students. These students often face marginalization in Hong Kong schools due to language differences and identity crises compared to their Hong Kong-born peers. Professor DAI proposed an AI literacy education approach to foster their cognitive development and enhance social integration within Hong Kong schools.

During the session, Professor Yu ZHANG from Tsinghua University provided valuable feedback on the presentations, suggesting the extension of the research question to include other socially disadvantaged students both in mainland China and Hong Kong.

Session III, titled “Patterns of Social Mobility: Comparing Native-born and Immigrant Students,” featured two presentations delivered by Professor Yuying TONG from The Chinese University of Hong Kong and Professor Dongshu OU. The session was expertly moderated by Professor Yan CAO from East China Normal University. Professor Yuying Tong presented her research titled “Dominant Language as a Channel of Upward Mobility? English Language Skills of Children from Native and Mainland Immigrant Families after Hong Kong’s Handover to China.” This study was conducted in collaboration with a former PhD student from the Chinese University of Hong Kong. By analyzing Hong Kong census data, Professor Tong’s research revealed that contrary to expectations, school-age children with mainland immigrant parents actually exhibit an English advantage compared to children with Hong Kong-born parents. The unequal pattern of English language proficiency between native and immigrant children primarily affected lower-educated groups from 1996 to 2011.

Also analyzing the Hong Kong census data, Professor Dongshu OU’s research examined the trends of educational mobility in Hong Kong. She argued that due to a substantial expansion of college education, there has been an increase in intergenerational educational mobility between 1981 and 2021. However, when considering the predicted probability of attaining a higher level of education than their parents, native Hong Kong individuals with better parental educational backgrounds seemed to have the highest chances of success.

Professor Huacong LIU from Shanghai Jiao Tong University and Dr. Jie WANG from South China Normal University provided insightful comments on Professor Yuying TONG’s study. They suggested the utilization of Program for International Student Assessment (PISA) data to cross-validate the results presented by Professor Yuying TONG. Additionally, they offered feedback on Professor Dongshu OU’s presentation, proposing an extension of her research to include the study of intergenerational income mobility in Hong Kong, as well as examining the impact of college expansion on the gender wage gap in Hong Kong.

The panel discussion featured esteemed guests including Principal Dion CHEN from Ying Wa College, Principal Wing Sun Vincent KWONG from Christian Alliance S W Chan Memorial College, and Dr. Minh TRAN, Vice President of Operations and Academic Affairs at Goodnotes, a renowned digital note-taking app that was honored as Apple’s 2022 iPad App of the Year. The session was designed to offer the audience valuable leadership perspectives on school access and education quality. Prof. Fan Sing HUNG from The Chinese University of Hong Kong expertly moderated the session, ensuring insightful discussions and engaging dialogue.

Mr. Dion CHEN, the Principal of Ying Wa College, a renowned Direct Subsidy Scheme (DSS) school in Hong Kong, delivered a presentation providing a comprehensive understanding of DSS schools in Hong Kong. His focus was on how these schools effectively cater to the diverse educational demands of Hong Kong parents.

Principal Wing Sun Vincent KWONG from the Christian Alliance S W Chan Memorial School shared his valuable perspectives on the significant challenges confronting school quality and access in Hong Kong. These challenges encompassed issues such as a declining student population and a shortage of middle management staff. Principal KWONG also highlighted areas within the school environment that require improvement, including addressing academic pressure and enhancing mental health support.

Dr. Minh TRAN’s presentation emphasized the importance of utilizing cutting-edge technologies to equip students for the future world. He discussed how these new technologies can contribute to creating a more equitable educational landscape for socially disadvantaged students. Additionally, Dr. TRAN engaged in a discussion about why he believes that AI cannot replace the essential role played by educators, particularly in areas such as maintaining academic integrity.

During the closing remarks, Professor Kenneth K. WONG provided a comprehensive summary of the sessions and highlighted potential areas for collaboration and further exploration. Expressing gratitude, Professor Dongshu Ou concluded the event by acknowledging the efforts of the organizing staff and extending appreciation to all the participants. With that, the Forum came to a successful end.