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New Book

Building capacity in Latin America: Science, technology and higher education to leverage development

By Hugo Horta & Jae Park

Chair: Mark Bray

This seminar focuses a new book, co-edited by Hugo Horta, about higher education, science and technology in Latin America. It argues for the need to better integrate science technology policy and higher education policy to promote learning trajectories for inclusive development. These require strong public investments to attract and prepare human resources. They also need long-term support for technology-based industries and export capacity for emerging markets worldwide, requiring investment in international networks.

The book identifies the potential of strategic, international, knowledge-based ventures, and the importance of the internationalization of universities and research institutions at the global level. Few scholars in Asia are familiar with Latin America, and much can be learned from comparison.

Hugo Horta is an Assistant Professor in HKU’s Faculty of Education. Part of his PhD studies were in the US and The Netherlands. After a postdoctoral period of two years in Japan, he worked for the Portuguese government. He was the national delegate in the European Commission on human resources and mobility, and held the position of researcher and deputy-director at a research institute in Portugal.

Jae Park is an Assistant Professor at the Education University of Hong Kong (EdUHK). He is Past-President of the Comparative Education Society of Hong Kong and Head of the International Education Research Group in the Centre for Lifelong Learning Research and Development of the EdUHK. He is the editor-in-chief of the International Journal of Comparative Education and Development.

Date: Monday 21 November 2016

Time: 14.00 – 15.15

Venue: Room 202 Runme Shaw Building
All are welcome!
book launch,  21 Nov


New book in CERC-Springer Series

CERC has just published its No. 32 of CERC Studies in Comparative Education: Researching Private Supplementary TutoringCover
Methodological Lessons from Diverse Cultures. CERC members are entitled for 20% discount of the new book. Click here for the order information. The details of the book are as follows:

Private supplementary tutoring, widely known as shadow education because of the way that it mimics mainstream schooling, has greatly expanded worldwide. It consumes considerable family resources, provides employment for tutors, occupies the time of students, and has a backwash on regular schools.
Although such tutoring has become a major industry and a daily activity for students, tutors and families, the research literature has been slow to catch up with the phenomenon. The topic is in some respects difficult to research, precisely because it is shadowy. Contours are indistinct, and the actors may hesitate to share their experiences and perspectives.
Presenting methodological lessons from diverse cultures, the book contains chapters from both high-income and low-income settings in Asia, Caribbean, Europe and the Middle East. Sepa-rately and together, the chapters present valuable insights into the design and conduct of re-search. The book will assist both consumers and producers of research. Consumers will become better judges of the strengths, weaknesses and orientations of literature on the theme; and pro-ducers will gain insights for design of instruments, collection of data, and interpretation of findings.
The editors:

Mark Bray is UNESCO Chair Professor in Comparative Education at the University of Hong Kong.

Ora Kwo is an Associate Professor in the Comparative Education Research Centre at the University of Hong Kong.

Boris Jokić is a Scientific Associate in the Centre for Educational Re-search and Development at the Institute for Social Research in Zagreb, Croatia.

Chapters and authors:

Mark BRAY, Ora KWO & Boris JOKIĆ

Employing Quantitative Instruments
1 Shadow Education Research through TIMSS and PIRLS: Experiences and Lessons in the Republic of Georgia
– Magda Nutsa KOBAKHIDZE

2 Research on Private Tutoring in Malaysia: Methodological Insights from a Quantitative Study

3 Relationships between Shadow Education and Examination Scores: Methodological Lessons from a Chinese Study in
Senior Secondary Schools

Discerning Qualities
4 A Qualitative Comparison of Private Tutoring in Azerbaijan, Bosnia & Herzegovina, Croatia, Estonia and
Georgia: Lessons from Design and Implementation
– Boris JOKIĆ

5 Ethical Dilemmas in Shadow Education Research: Lessons from a Qualitative Study of Learners’ Experiences in
Lecture-­‐‑type Tutoring in Hong Kong
– Kevin W.H. YUNG

6 Classroom Practices and Private Tuition in the Maldives: Methodological Reflections on an Ethnographic Study
– Maryam MARIYA

7 Researching Shadow Education in Iran: Methodological Experiences in an Islamic Republic

Expanding Perspectives with Mixed Approaches
8 Designing and Implementing Mixed Approaches to Shadow Education Research: Experiences and Lessons in
Hong Kong
– Mark BRAY & Ora KWO

9 Constraints and Possibilities in Small-­‐‑Scale Research: A Mixed-­‐‑Methods Study in West Bengal, India

10 A Mixed-­‐‑Methods Study of Extra Lessons in Jamaica: Methodological Experiences and Reflections

11 Researching Private Supplementary Tutoring in Cambodia: Contexts, Instruments and Approaches
– Mark BRAY, Wei ZHANG, Magda Nutsa KOBAKHIDZE & Junyan LIU

Learning and Comparing
12 How a Research Instrument Changed in Different Settings: Methodological Lessons from Adaptation and Adjustment
– Junyan LIU

13 Organisational and Cross-­‐‑Cultural Issues: Learning from Research Approaches
– Mark BRAY & Ora KWO

New Books!

2CERC has in June 2015 published two new books in its Monograph Series in Comparative and International Education and Development. They are both available for free download.

M12– Monograph No. 12 entitled UNESCO’s Origins, Achievements, Problems and Promises: An Inside/Outside Perspective from the US. by Raymond E. Wanner. Please download from here. List price: US$16/HK$100.

– The Chinese translation of the Monograph No. 9 Shadow Education: Private Supplementary Tutoring and Its Implications for Policy Makers in Asia by Mark Bray and Chad Lykins. Please download from here. List price: US$16/HK$100.

To order the paper copies, please contact us at:

Comparative Education Research Centre, The University of Hong Kong, Pokfulam Road, Hong Kong, China.

             Tel: (852) 3917 8541; E-mail:

Education Rigorous Literature Review: Early Childhood Development and Cognitive Development in Developing Countries

The report of the team led by Prof. Nirmala Rao and commissioned by the UK Department for International Development (DFID) is now available online! It is entitled Early Childhood Development and Cognitive Development in Developing Countries (95 pages). The authors are Nirmala Rao, Jin Sun, Jessie M.S. Wong, Brendan Weekes, Patrick Ip, Sheldon Shaeffer, Mary Young, Mark Bray, Eva Chen and Diana Lee. Click here to download the E-copy of the book.

Book Launch: Muslims and Islam in U.S. Education: Reconsidering Multiculturalism

Muslims and Islam in U.S. Education: Reconsidering Multiculturalism

By Dr Liz Jackson,

Assistant Professor of Curriculum and Policy Studies, Faculty of Education, HKU

Muslims and Islam in U.S. Education explores the complex interface that exists between the U.S. school curriculum, teaching practice about religion in public schools, societal and teacher attitudes toward Islam and Muslims, and multiculturalism as a framework for meeting the needs of minority group students. It presents multiculturalism as a concept that needs to be rethought and reformulated in the interest of creating a more democratic, inclusive, and informed society.

Islam is an under-considered religion in American education, due in part to the fact that Muslims represent a very small minority of the population today (less than 1%). However, this group faces a crucial challenge of representation in United States society as a whole, as well as in its schools. Muslims in the United States are impacted by ignorance that news and opinion polls have demonstrated is widespread among the public in the last few decades. U.S. citizens who do not have a balanced, fair and accurate view of Islam can make a variety of decisions in the voting booth, in job hiring, and within their small-scale but important personal networks and spheres of influence, that make a very negative impact on Muslims in the United States.

This book presents new information that has implications for curricula, religious education, and multicultural education today, examining the unique case of Islam in U.S. education over the last 20 years.

This book is an essential resource for professors, researchers, and teachers of social studies, particularly those involved with multicultural issues, critical and sociocultural analysis of education and schools; as well as interdisciplinary scholars and students in anthropology and education.

Date: September 19, 2014, Friday
Time: 12:30 – 14:00
Venue: Rooms 408A – 410A, Meng Wah Complex, HKU

All are welcome!
Light refreshments will be served.

Liz, book launch

Book Launch: Leftover Women

2:30pm – 4:00pm
Thursday, April 24h
Runme Shaw 204
Chair: Trey Menefee

How has gender inequality re-emerged in China’s post-socialist era of rapid economic growth, in spite of the sweeping expansion of educational opportunities for urban women over the past decade and a half? Urban Chinese women today are arguably the most highly educated in Chinese history. The increased educational accomplishments of urban women have led some scholars to refer to trends such as the “empowerment of urban daughters” under China’s one-child policy, which suggested that urban women no longer had to compete with brothers for parental investment in education. However, expectations about women’s empowerment in China have proven to be overly optimistic. This talk examines some major obstacles to gender equality among urban residents that have emerged in recent years of market reforms, which have created stark new gender inequalities in wealth and a decrease in many urban women’s bargaining power within marriage. In spite of women’s significant educational gains, this talk argues that other developments have contributed to a fall in the socioeconomic status of urban, Chinese women relative to men.

Leta Hong-Fincher is the first American doctoral candidate in the Department of Sociology at Tsinghua University in Beijing. She has a master’s degree in East Asian Studies from Stanford University and a bachelor’s degree, magna cum laude, in East Asian Languages and Civilizations from Harvard University.


Screenshot 2014-04-23 12.24.58

Monograph 10 Available: Regulating Private Tutoring for Public Good


CERC Monograph Series 10, Regulating Private Tutoring for Public Good: Policy Options for Supplementary Education in Asia, is now available for download and order. The book was authored by Mark Bray and Ora Kwo and is the outcome of the UNESCO, CERC, and Asian Development Bank (ADB) Shadow Education Policy Forum.

Recent years have brought global expansion of private supplementary tutoring alongside regular school systems. This expansion has far-reaching implications for the nurturing of new generations, for social and economic development, and for the operation of school systems. Some dimensions are positive while other dimensions are problematic.

Supplementary tutoring is especially visible in Asia. The formats of tutoring range from one-to-one provision to large classes. Some tutoring is provided by teachers and by specialist companies, while other tutoring is provided informally by university students and others.

Using a comparative lens, this book examines possible government responses to the expansion of private supplementary tutoring. In general, the book suggests, the sector should be given more attention. The work shows wide diversity in the regulations introduced by governments in the Asian region. It notes not only that these governments can learn much from each other, but also that policy makers in other parts of the world can usefully look at patterns in Asia. The book also stresses the value of partnerships between governments, tutoring providers, schools, teachers’ unions, and other bodies.

Mark BRAY is UNESCO Chair Professor in Comparative Education at the University of Hong Kong, and is a former Director of UNESCO’s International Institute for Educational Planning.

Ora KWO is an Associate Professor and a member of the Comparative Education Research Centre in the Faculty of Education at the University of Hong Kong.

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