Search results

Tung Yan Wah. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. ; Includes bibliographical references (leaves 83-87). ; Abstracts in English and Chinese. ; Abstract --- p.i ; 摘要 --- p.ii ; Acknowledgement --- p.iii ; Table of Contents --- p.iv ; List of Tables --- p.v ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- History of education financing --- p.2 ; Chapter 1.2 --- Fiscal system and the financing of rural education --- p.4 ; Chapter 1.3 --- Purpose of this study --- p.8 ; Chapter Chapter 2 --- Literature Review --- p.11 ; Chapter 2.1 --- Problems and issues --- p.11 ; Chapter 2.2 --- Disparity in education provision --- p.14 ; Chapter 2.3 --- Factors explaining variations in education expenditure: regression analysis --- p.19 ; Chapter 2.4 --- Financing arrangement --- p.21 ; Chapter 2.5 --- Concluding remarks --- p.26 ; Chapter Chapter 3 --- Methodology --- p.28 ; Chapter 3.1 --- Estimation of degree of provision --- p.28 ; Chapter 3.2 --- Regression analysis --- p.35 ; Chapter 3.3 --- Education transfer mechanism --- p.39 ; Chapter 3.4 --- Concluding remarks --- p.42 ; Chapter Chapter 4 --- Results and Discussion --- p.43 ; Chapter 4.1 --- Degree of provision --- p.43 ; Chapter 4.2 --- Regression results --- p.47 ; Chapter 4.3 --- Education transfer mechanism --- p.49 ; Chapter 4.4 --- Concluding remarks --- p.53 ; Chapter Chapter 5 --- Conclusion --- p.55 ; Appendix 1 Box 1 --- p.59 ; Appendix 2 Tables --- p.60 ; References --- p.83

Cheung, Hin Wah. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2010. ; Includes bibliographical references (leaves 206-216). ; Abstracts in English and Chinese; appendix 2 in English and Chinese. ; Abstract --- p.i ; Abstract in Chinese (摘要) --- p.ii ; List of Figures and Tables --- p.vii ; Abbreviations Glossary --- p.ix ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- Introduction --- p.1 ; Chapter 1.2 --- "Research Background, Significance and Question" --- p.4 ; Chapter 1.3 --- Research Structure --- p.10 ; Chapter 1.3.1 --- Research Subject and Time Period --- p.10 ; Chapter 1.3.2 --- Research Objectives --- p.11 ; Chapter 1.3.3 --- Hypotheses --- p.12 ; Chapter 1.3.4 --- Research Methodology --- p.14 ; Chapter 1.3.5 --- Limits of the Research --- p.16 ; Chapter 1.4 --- Thesis Structure --- p.17 ; Chapter Chapter 2 --- Literature Review: Theoretical Discussion --- p.24 ; Chapter 2.1 --- Introduction --- p.24 ; Chapter 2.2 --- The Concept of Religion and Politics --- p.24 ; Chapter 2.3 --- Church-State Relations --- p.30 ; Chapter 2.3.1 --- Role of Church --- p.30 ; Chapter 2.3.2 --- The Models of Church-State Relations --- p.32 ; Chapter 2.3.3 --- Types of interaction between Church and State --- p.39 ; Chapter 2.4 --- Education: A Battlefield between Church and State --- p.42 ; Chapter 2.5 --- Political Bargaining & Decision --- p.44 ; Chapter 2.6 --- Conclusion --- p.46 ; Chapter Chapter 3 --- "Church-State Relations in Hong Kong: Three governments, Four religions, Different relations" --- p.49 ; Chapter 3.1 --- Introduction --- p.49 ; Chapter 3.2 --- Church-State relations in the colonial age --- p.49 ; Chapter 3.2.1 --- Catholicism and Protestant Christianity --- p.51 ; Chapter 3.2.2 --- Buddhism and Taoism --- p.55 ; Chapter 3.3 --- Church-State Relations in the transition period and after the return of sovereignty --- p.59 ; Chapter 3.3.1 --- HKSAR Government & Four Religious Bodies --- p.60 ; Chapter 3.3.2 --- Chinese Government & Four Religious Bodies --- p.69 ...

Koo Wai-sze. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. ; Includes bibliographical references (leaves [163-172]). ; Abstracts in English and Chinese. ; Contents --- p.i ; Abstract --- p.v ; Acknowledgement --- p.vii ; Chapter Chapter 1 --- Introduction --- p.1 ; Chapter 1.1 --- Current Situation of Preschool Education and Services in Hong Kong --- p.1 ; Chapter 1.2 --- Historical Review of Preschool Education and Services in Hong Kong --- p.5 ; Table 1.1: Percentage of children aged 3 to 5 attending schools (1971-1996) --- p.10 ; Table 1.2: Gross enrolment ratios of Pre-Primaty Education in Selected Countries (1995-1997) --- p.10 ; Chapter 1.3 --- Research Inquiries --- p.12 ; Chapter 1.4 --- Structure of the Thesis --- p.19 ; Chapter Chapter 2 --- Literature Review --- p.20 ; Chapter 2.1 --- Functional School of Thought --- p.21 ; Chapter 2.1.1 --- Functional Perspectives on Preschool Education and Servicesin Hong Kong --- p.27 ; Chapter 2.2 --- Conflict School of Thought --- p.29 ; Chapter 2.2.1 --- Conflict Perspectives on Preschool Education and Services in Hong Kong --- p.37 ; Chapter 2.3 --- Institutionalist Perspectives and Organizational Analysis --- p.39 ; Chapter 2.3.1 --- Organizational Perspectives --- p.39 ; Chapter 2.3.2 --- Institution and Institutionalization --- p.42 ; Chapter 2.3.3 --- The Problem of Isomorphism --- p.48 ; Chapter 2.3.4 --- Institutionalist Perspectives on Preschool --- p.50 ; Chapter 2.4 --- Theoretical Framework --- p.51 ; Chapter 2.4.1 --- New Institutionalist Perspective on Institutionalization of Preschool Education and Services in Hong Kong --- p.51 ; Chapter 2.4.2 --- New Institutionalist Perspectives on Preschool Education and Services --- p.52 ; Chapter 2.4.3 --- The Child as Scientized Individual - Child-Centered Ideology --- p.56 ; Chapter 2.4.4 --- The Form of Education Institution Embodied by Preschool Education --- p.61 ; Chapter Chapter 3 --- Methodology --- p.64 ; Chapter 3.1 --- Government and Other Documents --- p.64 ; Chapter 3.2 --- Content ...

Tam, Sin Yu Ophelia. ; Thesis (M.Phil.)--Chinese University of Hong Kong, 2007. ; Includes bibliographical references (leaves 203-209). ; Abstracts in English and Chinese. ; Chapter Chapter 1 --- Introduction --- p.1 ; Scope of study --- p.1 ; The policy change in the context of the education system in Hong Kong --- p.4 ; Theoretical discussion and literature review --- p.10 ; Definition of terms --- p.10 ; Multicultural education --- p.16 ; Newspaper coverage of South Asians in Hong Kong --- p.22 ; My methodology and its problems --- p.26 ; My involvement in the field --- p.26 ; Areas of study --- p.30 ; Methodological problems --- p.32 ; Summary of chapters --- p.37 ; Chapter Chapter 2 --- Historical and Socioeconomic Context of South Asians in Hong Kong --- p.40 ; Introduction --- p.40 ; Socioeconomic situation of South Asians --- p.43 ; Occupational pattern --- p.43 ; Language spoken --- p.47 ; Educational attainment --- p.50 ; Discrimination and legislation --- p.56 ; Concluding remarks --- p.58 ; Chapter Chapter 3 --- The Educational Opportunities and Education Systems for Ethnic Minorities in Hong Kong --- p.60 ; Introduction --- p.60 ; Medium of instruction in history --- p.61 ; Education systems in Hong Kong for ethnic minorities --- p.69 ; Three types of schools based on the medium of instruction --- p.69 ; The fieldsite school - a case study --- p.75 ; The policy change --- p.80 ; The school place allocation system for ethnic minorities --- p.81 ; Concluding remarks --- p.84 ; Chapter Chapter 4 --- Views of the Education and Manpower Bureau --- p.87 ; Introduction --- p.87 ; Background --- p.88 ; Promoting integration --- p.90 ; School closer to home --- p.97 ; The principle of equal opportunities --- p.98 ; More choice of schools --- p.102 ; Concluding remarks --- p.104 ; Chapter Chapter 5 --- Views of the Concern Group --- p.107 ; Introduction --- p.107 ; "Background: The meaning of ""integration""" --- p.107 ; Better Chinese language skills? --- p.112 ; Lack of resources and long-term planning --- ...

The article provides an overview of the main theoretical approaches to research on educational choices and anticipated labour-market opportunities from a gender perspective. It then presents the results of three quantitative analyses of secondary data. The objective is to help facilitate a complex understanding of the mechanisms of the reproduction of gendered social
structures. The genderedness of the social institutions in the education system and the labour market in relation to the socialising trends in the family is described in three parts: 1) gender segregation in employment in the context of segregation in education – the author shows that the horizontal dimension of these social institutions plays a more signifi cant role than the vertical dimension; 2) the factors that condition girls' and boys' educational aspirations and choice of schools – the author demonstrates how secondary school choices are gendered (though the analysis did not reveal the differences between the factors that infl uence girls' and boys' aspirations); 3) the factors that condition parents' educational and class aspirations for their sons and daughters – the author uncovers several aspects of the socialising effect of the reproduction of the two traditional career trajectories based on gender. In conclusion, the article answers the question of how structurally gendered expectations cohere with individual career trajectories, and based on the three analyses formulates questions for further research and offers a revised theoretical conceptualisation of gender as an analytical category.

This article focuses on the connection between fi nancial aid systems in higher education and the development of inequalities in access to higher education. Although the student financial aid system is just one of a number of factors that infl uence a person's chances of studying in higher education, its role in a person's decision to pursue higher education may be of fundamental significance for those with lower socio-economic status. Therefore, the authors of this article focus on the effect of the fi nancial conditions of study on the chances that individuals from families with low socio-economic status have obtained higher education. The analysis looks at developments in the Czech Republic and the Netherlands, because Czech and Dutch student financial aid systems have been evolving in very different directions over the last two decades, while their secondary school systems continue to share very similar features. The analysis reveals that student financial aid based primarily on direct financial support (as in the Netherlands) was accompanied by a decline in inequalities in access to education, even though students had to pay tuition, while a system of financial aid primarily involving indirect support (as in the Czech Republic) applied over the same period did not inhibit increasing inequalities, despite the fact that during the period under observation students were not required to pay tuition.