CHUNG Yue Ping Stephen 鍾宇平

Research Projects


  • Convergence across Hong Kong and Mainland China: Education Requirements for Hong Kong People’s Employment in Mainland China
  • HUNG Fan Sing, CHUNG Yue Ping Stephen, TAM Man Kwan
    14 December 2001
    CUHK Research Committee Funding (Direct Grants)

    This research project aims to investigate the impacts of China.s economic development on education in Hong Kong. With China.s rapid economic growth over the past two decades and entry into WTO in 2001, employment opportunities in mainland China for Hong Kong people are emerging rapidly. Education and training requirements for such opportunities are opening up new horizons for education in Hong Kong. Such horizons include the following questions:
    (1) Are people in Hong Kong aware of economic changes in Hong Kong and China? How do they interpret such changes? How do they interpret the past?
    (2) What are the opportunities that Hong Kong people may benefit from China.s rapid economic development? How does education in Hong Kong cope with such opportunities? (ED02551)


  • The Hong Kong-PISA Project: Monitoring the Quality of Education in Hong Kong from an International Perspective
  • HO Sui Chu, CHUNG Yue Ping Stephen, TSANG Wing Kwong, CHUN Ka Wai Cecilia (Dept of Curriculum & Instruction), SZE Man Man Paul (Dept of Curriculum & Instruction), YIP Din Yan (Dept of Curriculum & Instruction), MAN Yee Fun Evelyn (Dept of Curriculum & Instruction), CHIU Ming Ming (Dept of Educational Psychology), WONG Ka Ming*, HO Wai Kit (Dept of Curriculum & Instruction)
    1 November 2000
    Quality Education Fund, HKSAR Government

    Monitoring the quality of education by tracking students' achievement is a major issue in the current education reform. Program for International Student Assessment (PISA) is an international assessment of the skills and knowledge of 15-year-olds conducted by The Organization for Economic Cooperation and Development (OECD) in thirty-two countries. It aims to assess how far students approaching the end of compulsory education have acquired the knowledge and skills that are essential for full participation in study, work, and society. Implementing PISA in Hong Kong allows creation of a new monitoring system from an international perspective. The proposed project will parallel the first cycle of the PISA study. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database.
    The objectives of the project are:
    (1) include Hong Kong in the network of international student assessment projects;
    (2) promote collaboration among governments on assessment policy;
    (3) monitor students' achievement in reading, mathematics and science;
    (4) investigate the effectiveness of basic schooling;
    (5) provide a baseline profile of the knowledge and skills of Hong Kong students at the end of compulsory education;
    (6) report results of education system's quality; and
    (7) train education evaluators and practitioners in monitoring school performance. (ED20023)


  • Programme for International Student Assessment (PISA) 2006 in Hong Kong
  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick (Curriculum & Instruction), LAW Huk Yuen (Curriculum & Instruction), MAN Yee Fun Evelyn (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), SZE Man Man Paul (Curriculum & Instruction), TONG Choi Wai (Hong Kong Institute of Educational Research), CHIU Ming Ming (Educational Psychology)
    11 October 2004
    Education & Manpower Bureau, HKSAR Government

    The Programme for International Student Assessment (PISA) is a new regular survey of 15-year olds assessing their preparedness for adult life. The PISA programme was launched in 1997 by the OECD with the objective to develop regular, reliable and policy relevant indicators on student achievement. The data strategy defines three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 and HKPISA 2003 were successfully implemented by the HKPISA Centre, the Hong Kong Institute of Educational Research of me Chinese University of Hong Kong. PISA 2006 constitutes the third cycle of the project, which will be conducted in 2004-2006. The purpose of the HKCPISA 2006 study is to continue the investigation of HKPISA2000 and HKPISA2003 and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will parallel the third cycle of PISA study conducted by the OECD in over 40 countries. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students’ learning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED04383)


  • Programme for International Student Assessment 2003 in Hong Kong
  • HO Sui Chu, LO Nai Kwai Leslie, CHUNG Yue Ping Stephen, TSANG Wing Kwong, WONG Ka Ming Patrick (Dept of Curriculum & Instruction), LAM Chi Chung (Dept of Curriculum & Instruction), YIP Din Yan (Dept of Curriculum & Instruction), CHIU Ming Ming (Dept of Educational Psychology), CHUN Ka Wai Cecilia (Dept of Curriculum & Instruction), SZE Man Man Paul (Dept of Curriculum & Instruction), MAN Yee Fun Evelyn (Dept of Curriculum & Instruction)
    1 April 2002
    Education Department, Hong Kong SAR Government

    The programme for International Student Assessment (PISA) is a regular survey of 15-year olds assessing their preparedness for adult life. The OECD, with the objective to develop regular, reliable and policy relevant indicators on student achievement, launched the PISA programme in 1997. There are three cycles of the project: PISA 2000 focusing on reading literacy, PISA 2003 focusing on mathematical literacy and finally PISA 2006 focusing on scientific literacy. HKPISA 2000 is being successfully implemented in Hong Kong by the Hong Kong Institute of Educational Research of The Chinese University of Hong Kong. HKPISA 2003 constitutes the second cycle of the project, which is supported by The Chinese University of Hong Kong in preparing the field trial in 2002. The HKPISA 2003 study will be conducted in 2003-2006 in over forty countries. The purpose of the HKPISA 2003 study is to develop a longitudinal database for the study of several problems confronting 15-year old youths in Hong Kong secondary schools. The result of the study will extend our understanding of the cumulative yield of the education system for students who will nearly finish their basic compulsory education in Hong Kong. Moreover, the cross-cultural, multilevel and longitudinal design of the study will extend the literature on school effectiveness and will be useful to policy-makers, school administrators, teachers, parents and students. (ED01712)


  • Programme for International Student Assessment 2009 in Hong Kong
  • HO Sui Chu, CHUNG Yue Ping Stephen, TSANG Wing Kwong, MAN Yee Fun Evelyn (Curriculum & Instruction), CHUN Ka Wai Cecilia (Curriculum & Instruction), LAU Kit Ling (Curriculum & Instruction), NG Mau Yuen Eric (Curriculum & Instruction), YIP Din Yan (Curriculum & Instruction), CHEUNG Sin Pui (Curriculum & Instruction), KWONG Wai Leung (Hong Kong Institute of Educational Research), WONG Ka Ming Patrick*, WONG Ka Lok*, LO Nai Kwai Leslie, CHIU Ming Ming (Educational Psychology), HUNG Fan Sing (Hong Kong Institute of Educational Research)
    11 September 2007
    Education Bureau

    The Programme for International Student Assessment (PISA) is developed by the Organization for Economic Co-operation and Development (OECD). It aims at assessing how well students aged 15 near the end of compulsory education have acquired the knowledge and skills essential for participation in society. Operationally the literacy domains of reading, mathematics, and science are assessed. Background data are also collected using questionnaires. Based on the findings, educational indicators are developed to help governmental bodies and policy makers examine, evaluate, and monitor the effectiveness of the education system at both national and school levels. The study takes place every 3 years starting from 2000, with each of the literacy domains in turn to be the major domain and subjected to deeper investigation. PISA 2009 will have Reading as the major domain and reading of electronic text will also be assessed. The purpose of the PISA 2006 in Hong Kong is to continue the investigation of previous PISA cycles (2000, 2003 and 2006) and develop a longitudinal database for the study of several problems confronting the youth in Hong Kong secondary schools. The study will simultaneously carried out in about 60 countries or regions. This international study can extend our knowledge on the effectiveness of Hong Kong basic education by establishing a timely, longitudinal, and multilevel database. The full project can provide direction for school reform and for students earning as well as insights into strengths and weaknesses. They also provide tools for central authorities to monitor achievement levels especially when administration is devolved and schools are being run in partnership with communities. (ED07310)


  • Quality School Improvement Project
  • LO Nai Kwai Leslie, CHIU Chi Shing (Curriculum & Instruction), WONG Hin Wah (Curriculum & Instruction), CHUNG Yue Ping Stephen
    1 December 2004
    The Permanent Secretary for Education and Manpower Incorporated

    The Hong Kong Institute of Educational Research was commissioned by the Education and Manpower Bureau to provide site based professional support for principals and teachers in Hong Kong commencing in November 2004. The title of the project is “Quality School Improvement Project” (QSI), the duration of the project is for five years.
    The QSI is a consolidation of the invaluable experiences from the Accelerated Schools for Quality Education Project (HK-ASP) 1998-2001, Quality Schools Project (QSP) 2001-2003 and Quality Schools in Action (QSA) 2003-2004.
    The QSI takes an integrated, interactive and organic approach in working collaboratively with the school practitioners. The goals are (1) to create an environment conducive to school improvement and to promote quality of school education; (2) to facilitate school-based development and provide students learning environment so that each and every one of them can have all-round and unique development; (3) to help schools transform into learning organizations, emphasizing teaching and learning effectiveness, in institutions where synergy and professional responsibilities are established. The objectives are (1) to help school develop an ever-going self-inquiry process with strong evidence-based knowledge and professional responsibilities; (2) to enhance teachers’ capacity through collaborative effort in promoting effective learning; (3) to advise, construct, design and implement appropriate and effective curriculum, action plans and staff development programmes; (4) to establish quality networks in system, key learning areas and personal level; and (5) to cultivate students' life-long learning interest and abilities.
    The QSI adopts the concept of “evaluation of”, “evaluation for” and “evaluation as” school improvement. (ED04743)


  • Quality Schools in Action
  • LO Nai Kwai Leslie, CHIU Chi Shing (Dept of Curriculum & Instruction), CHUNG Yue Ping Stephen, WONG Hin Wah (Dept of Curriculum & Instruction)
    1 September 2003
    Quality Education Fund, HKSAR Government

    Since 1998, the Hong Kong Institute of Educational Research, in collaboration with the Centre for University & Partnership of the Chinese University of Hong Kong, has participated in a number of school improvement development and research projects funded by the Quality Education Fund, HKSAR. We have awarded grants that accumulated to over 100 million (1998 to present). These school improvement projects include Accelerated Schools for Quality Education Project (HK-ASP 1998-2002), Quality Schools Project (QSP 2001-2003) and the Quality Schools in Action Project (2002-2004)
    The objectives of the school improvement projects are to enhance the quality school education through an innovative and dynamic university-school partnership model of comprehensive school change. Through these projects, knowledge on school change and improvement are generated. The Hong Kong Institute of Educational Research and the Faculty of Education, The Chinese University of Hong Kong has gradually built up a Hong Kong research base on hat works in Hong Kong schools”. These research findings shred lights to future reform policy and practice in Hong Kong primary and secondary schools.
    The Quality Schools in Action Project focus on (1) enhancing teachers’ professional abilities for continuous developments; (2) establishing network among schools; and (3) coaching some staffs of the regional education offices of Education & Manpower Bureau for school improvement endeavor. (ED03904)


  • Quality Schools Project
  • CHUNG Yue Ping Stephen, CHIU Chi Shing, LO Nai Kwai Leslie, WONG Hin Wah (Dept of Curriculum & Instruction), LEE Chi Kin John (Dept of Curriculum & Instruction)
    1 August 2001
    Quality Education Fund, HKSAR Government

    The Quality Schools Project (QSP) is a new school improvement project consolidated from the experience gained from the Accelerated Schools for Quality Education Project (originated from ASP, Professor Henry Levin). It aims at helping 40 full-model schools, 20 support schools and 30 associate schools in Hong Kong to become a workplace of full learning capacity with inspiring environment. The QSP will focus on the domain of "teaching and learning" especially on English language learning, project learning and learning programs for "the gifted" and the "underachievers" such as mathematics, thinking and problem-solving skills, creativity, multiple abilities and other generic skills.
    The action plan designed for full-model schools includes (1) paradigm shifting activities; (2) collaborative demonstration and implementation of programs / activities (for technical know-how transfer); (3) teacher internalization / consolidation programs and (4) teacher empowerment activities (for dissemination of good practices). The QSP will provide support to selected teachers in support schools to try out innovative curriculum programs. In return, teachers in support school will disseminate good school practices to full-model schools and associate schools. Support schools will take the lead in forming district school networking. The QSP will perform the match-making role, networking associate schools with full-model schools and support schools to form quality circles. The Hong Kong Institute of Educational Research will provide a sound research back up (both quantitative and qualitative) for the QSP. Cross-schools study and case study approach will be employed to understand the change process of schools and to develop an accelerated school transformation model. (ED01326)


  • A Study of Demand for Higher Education with Reference to Educational Finance in Hong Kong and Mainland China
  • CHUNG Yue Ping Stephen, LU Gen Shu*
    1 September 2002
    Research Grants Council (Earmarked Grants)

    With the emerging of the knowledge society, economic development depends more on human capital and less on land and machines (World Bank, 2000). Expansion in higher education has become the most important strategy for the accumulation of human capital at the higher end. From the year 1985 to 1995, gross enrollment rate to higher education grew from 37% to 58% in high-income countries and from 7% to 10% in medium to low-income countries. There is a strong economic motive for the state/government to invest directly and to facilitate private investment in higher education. From the individual perspective, higher education participation is affected, however, by the ability to pay and the willingness to pay for education (Chung, Gong % Min, 2000). Investment in higher education could be motivated by the desire to acquire social capital as well as human capital, and in response to government policies in educational finance. A study on the demand for higher education will provide important information for the formulation of expansion policy for higher education. The results of the study will contribute to policy-making in higher education finance and to the discourse on social capital and human capital in the demand for higher education. (CU02209)


  • University of School Partnership for Quality Education (USPQE)
  • LEE Chi Kin John, CHUNG Yue Ping Stephen (Dept of Educational Administration & Policy), LO Nai Kwai Leslie (Dept of Educational Administration & Policy), WONG Hin Wah
    1 September 2000
    Quality Education Fund, HKSAR Government

    The project aims at fostering a university-school partnership and provides a school improvement model for schools to refine their self-renewal and self-evaluation capacities, and for key stakeholders to work together to enhance the quality of education. It focuses on basic education and attempts to address special school improvement. The objectives of the project are:
    (1) to assist school community members to develop teaching activities, school-based curricula and programmes which help realise the aims of education (to enjoy learning, to enhance effectiveness communication, to develop creativity, and to foster a sense of commitment);
    (2) to help school principals and teachers develop the capacity to identify their own unique challenges, search out solutions, develop action plans, implement these plans and continually evaluate the outcomes;
    (3) to enable school students to develop more positive attitudes towards learning and themselves as well as more positive feelings towards the school, gain more varied learning experiences and enhance their own performance;
    (4) to identify and help schools to reach out to community education resources for quality education; and
    (5) to establish a university-school partnership model in the context of Hong Kong. The project involves full-time school development officers who run school-based and school-wide workshops, assist school participants to engage in school-based inquiry and facilitate school community members to initiate and sustain educational changes. (ED20008)



Research Publications


  • "A comparison of demand for overseas higher education among high school students in Mainland China and Hong Kong SAR". (co-authored with LU Genshu) Paper presented in the CIES Annual Conference. 2005.03.



  • Education Reform and the Quest for Excellence: The Hong Kong Story. (co-authored with HO L S and PAUL Morris) Hong Kong SAR: Hong Kong University Press, 2005.
    (CUHK Library Call No: UL HK Studies LA1134.H6 E385 2005; CC Reserve 1 day LA1134.H6 E385 2005 c.2)



  • The Student Loans Scheme in Hong Kong. Bangkok, Thailand: UNESCO, 2003.



  • "Teacher Supply in Hong Kong: Educational Qualifications and Growth". (ao-authored with HUNG Fan-Sing) Paper presented in the 2001 Comparative and International Education Society (CIES) Annual Conference. Washington, DC, 2001.03.



  • 《大學與學校夥伴協作共創優質敎育計劃總結報告》University and school partnership for quality education project : final report(與硏究員李子建合編),香港:香港中文大學敎育學院,2002。
    (CUHK Library Call No: UL HK Studies LB2822.84.H6 D3 2003; CC LB2822.84.H6 D3 2003 c.2)



  • 〈香港地區高等教育學生貸款的經驗與啟示〉(與占盛麗、雷萬鵬及孔繁盛合著),《比較教育研究》,第3期(總第154期),中國北京:北京師範大學出版社,2003.03,頁23-29。
    (CUHK Library Call No: CC Periodical L64.W29 v.24, no.1-6, 2003)



  • 〈香港地區學生貸款:貸款機構的視角〉(與孔繁盛、 雷萬鵬及占盛麗合著),《高等教育研究》,第24卷,第1期(總第107期),中國武漢:國家教育部,華中科技大學及全國高等教育學研究會,2003.01,頁45-52。



  • 〈香港地區學生貸款研究〉(與孔繁盛、雷萬鵬及占盛麗合著),論文發表於 《2002年中國教育經濟學會年會學術研討會》,中國雲南省昆明,2002.09。



  • 〈香港職業技術教育的發展路向探索〉(與黎萬紅及孔繁盛合著),《廿一世紀教育藍圖?香港特區教育改革議論》,曾榮光編,香港特別行政區:中文大學出版社、香港教育研究所,2006.01,頁349-368。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T7416 2006 c.2; CC Reserve 4 hours LA1134.H6 T7416 2006; CC Reserve 1 day LA1134.H6 T7416 2006 c.3)



  • 《香港職業技術敎育的發展路向探索》(與黎萬紅及孔繁盛合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LC1047.H7 L5 1999 c.2; CC LC1047.H7 L5 1999)



  • 〈香港職業教育的發展路向探索〉(與黎萬紅及孔繁盛合著),《教育政策研討系列》,香港特別行政區:香港中文大學香港教育研究所,1999。



  • 《香港敎育硏究分類目錄, 1946-1982 : 附題解》,香港新界沙田:中文大學出版社,1991。
    (CUHK Library Call No: UL Z5815.H6 H7 c.3; UL Reference Z5815.H6 H7; UL HK Studies Z5815.H6 H7; CC Z5815.H6 H7 c.5; CC Reference Z5815.H6 H7; UC Reference Z5815.H6 H7 c.2)



  • 《高科技、效益、筹资与改革 : 敎育決策与管理中的重大问题》(與亨利・莱文著;曾滿超、钟宇平、萧今编译),北京:人民日报出版社,1995。
    (CUHK Library Call No: CC LC65 .L4712 1995)



  • 〈從學生視角看大學生貸款的成本―收益――香港個案研究〉(與孔繁盛、雷萬鵬及占盛麗合著),《教育研究》,第24卷,第6期(總第281期),中國北京:中華人民共和國教育部及中央教育科學研究所,2003.06,頁61-67。



  • 《學校私營化 : 理論、效果與抉擇》(與黃顯華合編),香港:香港中文大學敎育學院:香港中文大學香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LB2826.6.H6 H78 1988; CC LB2826.6.H6 H78 1988 c.2)



  • 《敎育產出與優質敎育 : 一個經濟學的分析》,香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LC67.H6 C5 1997 c.2; CC LC67.H6 C5 1997)


* Name of external researcher
# Name of staff who has left the University