TSANG Wing Kwong 曾榮光

Research Projects


  • The Effect of Medium-of-Instruction Policy on Education Advancement in HKSAR Society
  • TSANG Wing Kwong
    1 September 2006
    Public Policy Research Funding Scheme

    This project is a follow-up research of a five-year longitudinal study, which evaluates the policy effects of the Medium of Instruction Guidance for Secondary Schools (Guidance) (ED, 1997) on Hong Kong students’ developments. As the policy measures stipulated in the Guidance had been implemented in the school year 1998/99 and accordingly HK secondary schools had been streamed into schools using English or Chinese as MOI (EMI or CMI), EMB issued two invitations to tender for research in 1999 and 2002 consecutively. The principal investigator of this proposal had won both tenders and subsequently completed a five-year longitudinal study tracing the academic and personal developments of a sample of students throughout their secondary-school years (Form 1-Form 5). The subjects of the two studies are two cohorts of students in 100 secondary schools. The two cohorts of students, each of which consists of about 15,000 students, are Form-1 intakes of the sampled schools in 1998 (98-cohort) and 1999 (99-cohort), i.e. the first two cohorts of students entered into secondary schools after the implementation of the Guidance. The academic and social developments of these two cohorts of students have been analyzed thoroughly throughout their secondary-school years. These development outcomes have also been accounted for with a comprehensive conceptual framework, which consists of data and variables at individual, classroom, school and socio-cultural levels. In this proposed study, the academic developments and mobility chances of sub-samples of the two cohorts of students, who entered into Six-Form study in 2003/04 and 2004/05, will be traced and studied. Their Hong Kong Advanced Level (HKAL) examination results will be obtained from the Hong Kong Examination and Assessment Authority and, if possible, data of their admissions into local universities will also be obtained from the Joint University Program Admission System (JUPAS). With these two sets of data and the data accumulated from the five-year longitudinal study, this study will be able to map out the mobility paths of the sampled students from secondary to university educations. It can also assess how socioeconomic backgrounds, MOI streams, school climate and socio-cultural environment affect students’ chances of educational advancements in HKSAR society. (ED06495)


  • 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)



Research Publications


  • Class structure and social mobility in Hong Kong : an analysis of the 1981 census data. Hong Kong : Chinese University of Hong Kong, 1990.
    (CUHK Library Call No: UL Thesis HN755.2.S6 T7)



  • The class structure in Hong Kong. Hong Kong : Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 1992.
    (CUHK Library Call No: UL H62.5.H6H62 no.17; UL HK Studies H62.5.H6H62 no.17 c.2)



  • Educational and early socioeconomic status attainment in Hong Kong. Hong Kong : Hong Kong Institute of Asia-Pacific Studies, Chinese University of Hong Kong, 1993.
    (CUHK Library Call No: UL H62.5.H6 H62 no.23; UL HK Studies H62.5.H6 H62 no.23 c.3)



  • "Evaluation of the Effects of the Medium of Instruction on Science Learning of Hong Kong Secondary Students: Students’ Self-Concept in Science." (co-authored with YIP Din Yan). International Journal of Science and Mathematics Education Netherlands: Springer, 2006. 09.



  • "Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test" (co-authored with YIP Din Yan and CHEUNG Sin Pui). Bilingual Research Journal vol.27 no.2. United States of America: National Association for Bilingual Education, 2003.07. p.295-331.



  • 《廿一世紀教育藍圖? : 香港特區教育改革議論》,香港:中文大學出版社:香港教育研究所,2006。
    (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)



  • 《平等、公平、歧視 : 剖析平等機會委員會《中學學位分配辦法正式調查報告》的謬誤》,香港:香港中文大學敎育學院香港敎育硏究所,2000。
    (CUHK Library Call No: UL HK Studies LC212.83.H6 T73 2000 c.5; CC LC212.83.H6 T73 2000 c.2; CC Reserve 1 day LC212.83.H6 T73 2000)



  • 《英中學額分配政策的匱乏與不均等 : 香港中學敎學語言政策的再思》,香港:香港中文大學香港敎育硏究所,1998。
    (CUHK Library Call No: UL HK Studies LC201.7.H6 T72 1998 c.2; CC Reserve 4 hours LC201.7.H6 T72 1998)



  • 《香港特區敎育的再發展 : 論董特首的第二份施政報告》(與盧乃桂合編),香港:香港中文大學香港亞太硏究所,1999。
    (CUHK Library Call No: UL H62.5.H6 H62 no.101; UL HK Studies H62.5.H6 H62 no.101 c.2; CC H62.5.H6 H62 no.101 c.4)



  • 《香港敎育政策分析 : 社會學的視域》,香港:三聯書店(香港)有限公司,1998。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T75 1998 c.3; CC Reserve 4 hours LA1134.H6 T75 1998 c.2; CC Reserve 1 day LA1134.H6 T75 1998)



  • 《從哪裏來? 往哪裏去? : 尋找《敎育改革建議》的實徵基礎》,香港:香港中文大學敎育學院:香港敎育硏究所,1999。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T743 1999; CC LA1134.H6 T743 1999 c.2; CC Reserve 4 hours LA1134.H6 T743 1999 c.3)



  • 《從排斥性精英主義到分隔性精英主義 : 香港九年強迫敎育發展的深層結構》,香港:香港中文大學敎育學院香港敎育硏究所,1997。
    (CUHK Library Call No: CC LC136.H6 T73 1997 c.3; CC Reserve 4 hours LC136.H6 T73 1997)



  • 《尋找香港高中通識教育的意義》,香港:香港中文大學敎育學院:香港中文大學敎育硏究所,2006。
    (CUHK Library Call No: UL HK Studies LC988.H6 T73 2006; CC LC988.H6 T73 2006 c.3; CC Reserve 4 hours LC988.H6 T73 2006 c.2)



  • 《新精英主義與新直接資助計劃 : 對侵蝕香港特區敎育資本的批判》,香港:香港中文大學敎育學院:香港中文大學敎育硏究所,2002。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T76 2002; CC Reserve 4 hours LA1134.H6 T76 2002 c.2)



  • 《算是甚麼樣的專上敎育機會? : 《增加專上敎育機會》政策的批判》,香港:香港中文大學敎育學院:香港中文大學敎育硏究所,2001。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T742 2001; CC LA1134.H6 T742 2001 c.4; CC Reserve 4 hours LA1134.H6 T742 2001 c.3)



  • 《精英主義與均等主義之間 : 尋找《敎育改革建議》的理論基礎》,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 LA1134.H6 T73 1999 c.2; CC LA1134.H6 T73 1999; CC Reserve 4 hours LA1134.H6 T73 1999 c.4)



  • 《敎育表現指標的誤用與誤解 : 表現指標與排名榜膜拜文化的批判》,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,2000。
    (CUHK Library Call No: UL HK Studies LC94.H6 T73 2000 c.5; CC LC94.H6 T73 2000; CC Reserve 4 hours LC94.H6 T73 2000 c.3)



  • 《《敎統會第七號報告書》的深層意義 : 市場效率的膜拜》,香港:香港中文大學香港敎育硏究所,1997。
    (CUHK Library Call No: UL HK Studies LA1134.H6 T74 1997 c.2; CC LA1134.H6 T74 1997)


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