Hong Kong: A multilingual education jewel

Hong Kong is a vibrant city, which has embraced high and information technology. It is famous for its smart Octopus card, which can be used for the various types of transport such as buses, trains and subways – as well as stores such as Starbucks and 7-Eleven.
Over 90 per cent of its students complete secondary education and roughly 25 per cent of the adult population has had at least some post-secondary education, reflecting Hong Kong’s status as a knowledge economy.
It has 10 universities. On April 11, the Times Higher Education World University Rankings (London) were released. Four Hong Kong universities were ranked among the top 20 in Asia and two were ranked in the top 10 (University of Hong Kong, 3rd and the Hong Kong University of Science and Technology, 9th). The University of Hong Kong was ranked number 35 globally.
I have visited Hong Kong several times, both before and after the handover. The concept of “One Country, Two Systems” is indeed working well. In nearly all respects Hong Kong “behaves” as a country. It has its own currency, its own stamps, its own flag, its own visa and immigration rules, trade policies, and its own system of governance.
Both before and after the handover, there have been many educational reform initiatives in Hong Kong. Some of these were largely rhetoric while others have contributed to the reputation and success of its education. In 2007, McKenzie & Company identified Hong Kong as one of the world’s top school systems.
The earliest reforms during the 1960s and ’70s emphasised quantitative expansion and access. In the ’80s and ’90s, there was a shift to improve quality. With the reforms of 2000 and beyond (“Education Blueprint for the 21st Century”) the emphasis has been on preparing students for life-long learning in a rapidly changing knowledge economy.
There has been a special emphasis on student-centred learning and learning how to learn. The thrust of the 2000 reform is reflected in the motto, “Learning for Life, Learning through Life.” There has been an emphasis on providing students balanced learning opportunities and enabling them to achieve all-round development. Also liberal education has become part of the secondary school curriculum.
Two of the most impressive schools I have ever visited were in Hong Kong. One was a primary school in the “New” Territories. I observed a third grade social studies class being taught by a recent graduate of the Hong Kong Institute of Education. The focus of the class was on learning about Hong Kong’s Asian neighbours. Students worked in small groups of three to study a specific country of the region. They primarily used the Internet to find material on the chosen country. They also prepared a table of artefacts from the country of interest, including such items as flags, maps and artwork. Using power points, they then presented their findings about the countries they studied.
This was a wonderful example of student-centred learning, cooperative learning, constructivism and creative use of ICT. The teacher in question had become a catalyst and coach, not the “sage on the stage.”
More recently in November 2012, I visited the Chinese International School (CIS). This is a truly bilingual school committed to having its students develop excellence in both English and Mandarin Chinese. For each primary class, there are two teachers, one a native speaker of Chinese, and one a native English speaker.
In a highly visionary move, CIS is opening a new study abroad programme in August 2013, in Hangzhou, China. This is a one-year intensive elective programme for those in tenth grade. Participants will further enhance their understanding of both Mandarin and contemporary China.
In terms of the current reform, the ideal is for all Hong Kong students to become trilingual in English, Mandarin Chinese and Cantonese (spoken). Such multi-lingualism reflects the increasingly cosmopolitan nature of contemporary Hong Kong.
The HK education system is in many respects a dual system (mass and elite). In a knowledge economy, mass education needs to provide individuals with the basic skills essential for the 21st century. The elite institutions in turn need to produce outstanding and visionary leaders. At the high school level, LaSalle College is an example of an elite institution. It reminds me of Assumption College (on New Road) in Bangkok and the Raffles Institute in Singapore. LaSalle is rightly proud of its highly successful alumni such as the entrepreneur Jack So, who implemented the Octopus card, developed Hong Kong’s mass transit rail system, and now leads its Trade Development Council.
At tertiary level, the University of Hong Kong stands out and is considered by many to be the “Oxbridge of the East.” Its motto is in Latin, “Sopientia et Virtus”, meaning wisdom and virtue, reflecting the Confucian ideal of both academic excellence and moral character.
Hong Kong with its 10 diverse institutions of higher education, could be an attractive study abroad destination for Thais, who through study there could not only enhance their Queen’s English, but also their Mandarin.

Gerald W. Fry
Distinguished International Professor
Professor of International/Intercultural Education Dept of Organisational Leadership, Policy, and Development College of Education and Human Development
University of Minnesota
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