Review of Liberal Studies, National Education and Educational Policy Framework

Abstract

Despite the scarcity of existing literature highlighted in the previous chapter, there are a few earlier academic publications that discuss the reintroduction of Liberal Studies and initiation of MNE within the NSS academic structure. Through perusal of the Western empirical literature corresponding to educational policy analysis, this chapter attempts to conduct an exploratory study by employing a thematic review strategy (Robson in Real world research—resource for social scientists and practitioner-researchers. Blackwell Publishers, Oxford, 2002). The reason for paying attention to such empirical studies is twofold. On the one hand, new issues are likely to be revealed from critiques of Hong Kong’s past policies related to Liberal Studies and MNE; on the other, different analytical frameworks can be critically explored with the aid of educational policy analyses from the West. This chapter is composed of three parts. The first part examines two different analytical frameworks that dissect the development of educational policy. The second part explains the scope and selection criteria of the literature affiliated with and applicable to this study in the Hong Kong context. Finally, based on a variety of assembled documents, the third part offers an in-depth review of Liberal Studies and MNE policy initiatives and failures.