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  "documentTitle": "4.6.2 HKVCA Investing in Asian Education",
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      "text": "The Hong Kong case presents a sustained exercise in education reform that was launched in 1999. The first cycle was completed only in 2016. This continuity is perhaps because changes in government leadership did not affect education development very much, and Hong Kong is blessed in this respect. However, as the society continues to open up and suffer from political confrontations, it is not certain whether the context will become more favorable.",
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      "text": "admissions, and so forth. Education reform requires coordinated efforts within the government, so that it is not only the responsibility of the Education Ministry or its equivalent. Education development should be the concern of all sectors of society and requires an alliance of businesses, non-profit organizations, religious bodies, and political parties, among others.",
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      "text": "It is noticeable that in these societies, the respective governments play different roles. This is a matter of the political system as well as the political culture. There are different expectations of the government in developing education, and the government takes on different functions. The study surveys a wide spectrum of governance among the jurisdictions as it relates to education. For example, Hong Kong and Singapore are both city-states with no sub-level governments. In both cases, education funding is from the central government. However, while all schools in Singapore are coordinated by the government, Hong Kong operates a school-based model where school sponsoring bodies, which are non-government voluntary agencies, exercise autonomy over their respective schools. Meanwhile, in Japan, South Korea, and Taiwan, there is local funding and local governance, but the Ministry of Education has a relatively high degree of regulation over the prefectures (or their equivalents) and over the schools. This demonstrates that regardless of the government capability and the administrative structure, there is always a way to move education forward.",
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      "kind": "paragraph",
      "text": "Below are brief introductions to the case studies prepared by researchers in each of the five jurisdictions.",
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      "text": "All of these aspirations seem rather difficult to achieve. However, this is exactly what the education systems in East Asia are trying to do. The progress may be incremental, and sometimes with setbacks, but there is a belief that the effort will pay off. In some ways, there is evidence it already has. Educators in all these societies would argue that their country's high performance in international comparisons such as PISA, TIMSS, and PIRLS is due to recent reforms that have shifted away from the traditional pedagogy. Indeed, in most of these societies, despite all kinds of ups and downs in reforms, there have been incremental but significant changes in education in the past decade or two to move away from rote learning and meaningless memorization.",
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      "text": "It is also noticeable that the discourse of the last reform and recent initiatives do not hinge on an economic discourse. The concepts of global competitiveness (of the whole society) and employability (of individuals) are not part of the rhetoric of reform. They are only implicit, and have given way to a much broader concept of change in society. This was made more explicit in the recent initiative (Education 2.1).",
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      "text": "Unlike the other country cases in this research, Hong Kong did not start with a delineation of an aspired individual person. It started with the concept of learning and tried to create room for more diverse learning.",
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      "text": "Hong Kong is not a state. It is part of China under the “one country, two systems” arrangement. However, Hong Kong has its own Basic Law and is a separate jurisdiction.",
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