Early Childhood Education Policy Reform in Hong Kong: Challenges in Effecting Change in Practices‪.‬

The same factors appear to drive early childhood policy in all parts of the world, including the importance accorded to early childhood education, national goals, governments' beliefs about their role in the early care and education of young children, governments' regulations of early childhood services, and the background and characteristics of stakeholders. Early childhood education is also embedded in, and molded by, the social and cultural context in which it occurs. This article highlights the role of both social and political forces in shaping early childhood education policy and practice in Hong Kong. Until recently, early childhood education in Hong Kong, as in many other nations, operated outside the boundaries of formal government policy. A turning point for early childhood policy in Hong Kong came, however, with the publication of proposals for education reform in 2000. This transformation was presaged by comments made by the Chief Executive C. H. Tung in his inaugural speech following Hong Kong's return to China after 100 years of British colonial rule ("Reunion assures better future," 1997). In the speech, C. H. Tung highlighted his commitment to enhancing the quality of education in Hong Kong in order to ensure the existence of a well-rounded, highly skilled, and innovative workforce. As a result, Hong Kong's education system has been subject to dramatic policy initiatives. Based on principles outlined in a blueprint of reforms published by the Hong Kong government in 2000, Hong Kong's schools are currently evolving from teacher-didactic, examination-oriented institutes into student-oriented, democratic learning centers.