Inculcating national identity and economic competiveness: A comparative study of curriculum reforms in singapore and hong kong

Abstract

The emergence of the knowledge-based economy provided a strong justifi cation for both governments to carry out education reforms for globalization offered not only new opportunities but also more risks and uncertainties (Beck 1992). Globalization results in a “runaway world” in which it is more diffi cult for individual nation-states to keep tight control over their own economies and societies and one in which developments are increasingly a consequence of external infl uences (Giddens 1999). Singapore and Hong Kong, both of which are commonly considered as global cities and fi nancial hubs around the world, are similarly vulnerable to changes such as the cyclical global economic fl uctuations and downturns. The school curriculum remains one of the most signifi cant education policy instruments available to the state to shape the development of education and human capital; an analysis of curriculum will thus reveal what knowledge and skills are considered important for young people (Kennedy 2005). It is important to note that the focus of the most recent school curriculum reforms in Singapore and Hong Kong is not confi ned to the transmission of disciplinary content and problem-solving and thinking skills, but it is also concerned about the inculcation of citizenship values and national identity among the younger generation, aiming to consolidate a sense of national belonging and political allegiance.