問題反饋Name:_____________ SID: _______________(e.g. H1000XXXX)
姓名：_____________ 學號：_______________（例如：H1000XXXX）
Tutorial Group: _____________(e.g. Group 1 / Group 2)
導修組別：_____________（例如：第一組 / 第二組）
Tutor’s Name:___________________________
導師姓名：___________________________
Articles used in Assessment Three—Essay Writing
評估三所用文章——論文寫作
ARTICLE ONE
第一條
HK as an education center — an idea whose time has come
香港作為教育中心——一個時機已到的構想
By Richard Cullen
作者：理查德·卡倫
The author is an adjunct professor in the Faculty of Law, the University of Hong Kong.
作者是香港大學法律學院的兼任教授。
October 21, 2024
2024 年 10 月 21 日
https://www.chinadailyhk.com/hk/
One crucial policy initiative outlined by Hong Kong’s chief executive, John Lee Ka-chiu, in his latest annual Policy Address is the project to establish the Hong Kong Special Administrative Region as an international tertiary education hub.
香港特區行政長官李家超在最新一份施政報告中提出一項關鍵政策倡議，旨在將香港特別行政區打造成國際高等教育樞紐。
Hong Kong tertiary institutions already attract many students from around the world and especially from the Chinese mainland. It makes good sense to enhance this profile substantially, based on long-term, systematic planning.
香港高等院校已吸引來自世界各地，尤其是中國內地的眾多學生。基於長期、系統性的規劃，大幅提升這一地位實屬明智之舉。
An apt place to look to see why this is so — but also to see how complex the challenges can be — is Australia. It is presently the closest major education hub to China. And it has, overall, enjoyed remarkable success in this regard.
若要理解箇中原因（同時也見證挑戰的複雜性），澳大利亞是個恰當的參照對象。該國目前是距離中國最近的主要教育樞紐，且總體而言在此領域取得了顯著成就。
Australia was well established as an international education hub over 30 years ago, drawing most of its international-onshore students from the Chinese mainland, Hong Kong, Singapore and Malaysia. This education hub status has developed dramatically ever since, notwithstanding a measurable, transient decline due to the COVID-19 pandemic, beginning in 2020.
澳洲早在三十多年前就已確立其國際教育樞紐的地位，當時主要吸引來自中國大陸、香港、新加坡和馬來西亞的國際留學生。此後，這一教育樞紐地位持續顯著發展，儘管 2020 年開始的 COVID-19 疫情曾造成可觀但短暫的衝擊。
Australia, with a population of just under 27 million, has 42 universities. Australian government figures show that almost 800,000 international students are presently studying at universities and other educational institutions in Australia. Those same official figures show how this translates into an additional annual income of around HK$190 billion ($24.45 billion). Education is Australia’s fourth-largest export earner. For the state of Victoria and for Melbourne, its capital, it is the No 1 export earner.
人口僅略超 2700 萬的澳洲擁有 42 所大學。澳洲政府數據顯示，目前有近 80 萬國際學生在當地大學及其他教育機構就讀。官方數據進一步揭示，這為澳洲帶來每年約 1900 億港元（244.5 億美元）的額外收入。教育產業已成為澳洲第四大出口創匯來源，而對維多利亞州及其首府墨爾本而言，更位居出口收入榜首。
Most international students come to Australia to attend universities. Still, substantial numbers also arrive to study at various technical institutes and secondary schools, while others attend short-term courses in English, for example.
多數國際學生赴澳是為了進入大學深造，但亦有相當數量學生就讀各類技術學院和中學，另有一部分則參與短期課程（例如英語進修班）。
Thus, Australia has accumulated a wealth of experience in operating as an international education hub. Accordingly, it has also witnessed various pivotal challenges that arise from developing and maintaining this role. These include: safeguarding student welfare; ensuring sufficient student accommodation; maintaining pertinent academic standards (especially in the use of English); policing misuse of student visas; and cracking down on system-abuse by certain education providers.
因此，澳洲在作為國際教育樞紐的運作上已累積豐富經驗。相應地，該國也見證了發展和維持此一角色所衍生的各項關鍵挑戰，包括：保障學生福祉、確保充足學生住宿、維持相關學術標準（尤其是英語使用）、監管學生簽證濫用，以及打擊部分教育機構對制度的鑽營。
So, what are the sound lessons Hong Kong might learn from this experience?
那麼，香港能從這些經驗中汲取哪些寶貴教訓？
First, it would be very smart to develop a detailed, initial 10-year plan focused on expected long-term numbers; adequate tertiary institute resourcing; significant improvements in public scholarship support programs; offshore joint-partner linkages; student accommodation; and the policing of potential rogue operators and student visa abuse.
首先，制定一份詳盡的初期十年計劃將是明智之舉，內容應聚焦於：預期長期學生人數、充足的高等教育機構資源配置、大幅改善公費獎學金支持計劃、海外合作夥伴連結、學生住宿安排，以及防範不良業者與學生簽證濫用的監管機制。
Providing student accommodation is a singular priority. Most international students in Australia still rent accommodations in the private sector. Although there has been a major increase in the private building of student accommodations close to tertiary institutions, the market remains very tight, especially as international student numbers have surged again, post-COVID-19.
提供學生住宿是首要任務。在澳洲，大多數國際學生仍租賃私營部門的住宿。儘管靠近高等教育機構的私人學生住宿建設大幅增加，但市場仍然非常緊張，尤其是在 COVID-19 疫情後國際學生人數再次激增的情況下。
In Hong Kong, the rental market is even tighter. Moreover, around 250,000 people still live in subdivided units, and rehousing this huge number of disadvantaged fellow residents, hopefully within the next decade, is paramount. (It is worth noting that, although this number is genuinely alarming, in cities around the Global West, including in Australia, far more similarly disadvantaged people are entirely homeless, regularly living on the streets.)
在香港，租賃市場更加緊張。此外，約有 25 萬人仍居住在分間單位中，在未來十年內重新安置這龐大數量的弱勢居民至關重要。（值得注意的是，儘管這個數字確實令人擔憂，但在包括澳洲在內的全球西方城市中，有更多類似弱勢群體完全無家可歸，經常露宿街頭。）
Having reviewed the long-term positive potential and specific serious challenges, let’s examine some of Hong Kong’s unique “drawing card” aspects as an international education hub.
在審視了長期的積極潛力和具體的嚴峻挑戰後，讓我們來探討香港作為國際教育樞紐的一些獨特「吸引點」。
First, with a population of around 7.5 million, we have a significant number of very good tertiary institutions, including some excellent universities and a range of quality technical and vocational colleges.
首先，我們擁有約 750 萬人口，並擁有大量優質的高等教育機構，包括一些頂尖大學以及一系列高水平的技術和職業學院。
In the latest tables from the Times Higher Education World University Rankings, Hong Kong’s leading institution (the University of Hong Kong) ranked ahead of Australia’s (Melbourne University) — which are within the top 50 worldwide. In general, the best Hong Kong universities have been gradually advancing compared to Australia’s leading universities, where funding is now tighter than before.
在《泰晤士高等教育》最新發布的世界大學排名中，香港的頂尖學府（香港大學）排名超過了澳洲的（墨爾本大學）——兩者均位列全球前 50 名。總體而言，香港最好的大學相較於澳洲的領先大學正逐步提升，而後者的資金狀況較以往更為緊張。
Next, Hong Kong is exceptionally well positioned to add value, over time, to China’s remarkable Belt and Road Initiative (BRI) by offering fresh educational opportunities, in English, to well qualified applicants seeking both university education and technical and vocational training. This BRI-sourced demand is surely set to increase significantly over the coming decades.
其次，香港極具優勢，能隨著時間推移為中國卓越的「一帶一路」倡議增值，透過提供以英語授課的新教育機會，給予尋求大學教育及技術與職業培訓的合格申請者。這種源自「一帶一路」的需求，在未來幾十年勢必大幅增長。
Then there is the essential fact that Hong Kong is one of the safest, most efficient big cities in the world. It also enjoys an unmatched, glittering harborside essence, where steep green mountains rise adjacent to the surrounding South China Sea.
此外，香港作為全球最安全、最高效的大都市之一，這一核心事實不容忽視。它還擁有無與倫比的璀璨海港風貌，陡峭的翠綠山巒緊鄰著環繞的南中國海。
Meanwhile, a substantial bonus resulting from Hong Kong’s world-class, affordable public transport system is that student accommodation does not need to be campus-adjacent. Adjacent locations are favored in Australia — where cities are less safe and public transport is more thinly spread — in the interests of student well-being and convenience.
與此同時，香港世界級且價格合理的公共交通系統帶來的一大優勢是，學生住宿無需緊鄰校園。在澳洲，由於城市安全性較低且公共交通覆蓋較為稀疏，為保障學生福祉與便利，鄰近校園的住宿地點更受青睞。
Finally, Hong Kong’s leading tertiary institutions already have excellent longstanding cooperation agreements with universities and colleges worldwide. So it would be wise to plan for partner-education programs, where new international students coming to Hong Kong could be offered the embedded opportunity of spending a semester, at least, studying with a partner institution in, for example, Australia or the United Kingdom.
最後，香港頂尖的高等教育機構已與全球眾多大學及學院建立了優質且長久的合作協議。因此，規劃合作教育項目將是明智之舉，新來港的國際學生可被提供嵌入式機會，至少花一學期時間在合作機構（例如澳洲或英國）進行交流學習。
Despite the dreary, ongoing Western media’s negative news blitz focused on Hong Kong, people globally are progressively seeing through this fog of formulated misinformation. This year we have seen a marked lift in Western academic experts keen to visit Hong Kong to present and exchange views. And once they visit, almost all swiftly begin planning their next trip.
儘管西方媒體持續對香港進行負面新聞轟炸，全球民眾正逐漸看穿這片精心編織的虛假迷霧。今年我們觀察到西方學術專家訪港交流的意願顯著提升，而幾乎所有來訪者在親身體驗後，都迅速開始規劃下一次行程。
Hong Kong remains a unique and marvelous place to live and study. The project to develop the HKSAR as a leading international education hub is admirable. Doing this well will take time and requires much thoughtful planning. The potential benefits, however, are substantial, apparent and wide-ranging.
香港依然是生活與求學的獨特瑰寶。將香港特別行政區打造成國際教育樞紐的計劃令人欽佩，完善此項事業需要時間與周詳規劃，但其潛在效益顯著、廣泛且清晰可見。
(The views do not necessarily reflect those of China Daily.)
（本文觀點未必反映《中國日報》立場）
ARTICLE TWO
第二篇
Self-financing tertiary institutions can help Hong Kong become global education hub, bureau says
自資專上院校可助香港成為全球教育樞紐，教育局表示
by William Yiu
作者：William Yiu
Published on 24 Oct 2024
發佈於 2024 年 10 月 24 日
South China Morning Post p.12
南華早報 第 12 頁
https://www.scmp.com/news/hong-kong
Self-financing tertiary institutions can play a more important role in helping Hong Kong become a global postsecondary education hub, authorities have said, as the head of one such body urged the government to relax the cap on non-local admissions to the same level that public universities enjoyed.
當局表示，自資專上院校可在協助香港成為全球高等教育樞紐方面扮演更重要的角色，此類機構的負責人呼籲政府放寬非本地生收生上限至與公立大學相同水平。
The Education Bureau said in a paper presented to the legislature on Wednesday that private institutions had been bolstering the drive for the internationalisation of universities and their number of non-local students had been consistently increasing.
教育局在週三提交給立法會的文件中表示，私立機構一直在推動大學國際化的進程，其非本地學生人數持續增加。
“In this connection, the self-financing sector has the potential to play a more important role as Hong Kong develops into an international postsecondary education hub,” the bureau said.
「在此背景下，隨著香港發展成為國際專上教育樞紐，自資界別有潛力發揮更重要的作用，」該局表示。
The government last year doubled the quota for non-local admissions at the city’s eight publicly funded universities to 40 per cent of local student places, but a corresponding step has yet to yet to be taken at self-financing institutions.
政府去年將本港八所公立大學的非本地生收生限額提高一倍，達到本地學額的 40%，但自資院校尚未採取相應措施。
The latest data showed that the number of non-local students was 14 per cent of the total of local students at the city’s self-financing institutions, but over 95 per cent of them were from mainland China.
最新數據顯示，非本地學生人數佔本港自資院校本地學生總數的 14%，但其中超過 95%來自中國內地。
While self-financing institutions face a cap on the intake of students from the mainland, Macau and Taiwan, no such restrictions are in place for the admission of students from other places.
雖然自資院校對來自內地、澳門及台灣的學生設有收生上限，但對其他地區的學生則沒有此類限制。
Three self-financing postsecondary institutions – Hong Kong Metropolitan University, Hong Kong Shue Yan University and the Hang Seng University of Hong Kong – are required to limit the number of students from the mainland, Macau and Taiwan to 20 per cent of total enrolment.
三所自資專上院校——香港都會大學、香港樹仁大學及香港恒生大學，須將來自內地、澳門及台灣的學生人數限制在總收生人數的 20%以內。
The quota for the other three institutions – Hong Kong Chu Hai College, Tung Wah College and the Technological and Higher Education Institute of Hong Kong under the Vocational Training Council – is set at 10 per cent.
另外三所院校——香港珠海學院、東華學院及職業訓練局轄下的香港高等教育科技學院的配額則設定為 10%。
Sally Chan Wai-chi, president of Tung Wah College in Ho Man Tin, called on the government on Thursday to raise the cap to 40 per cent, saying the self-financing sector was able to accommodate more non-local students.
東華學院院長陳婉琪週四呼籲政府將非本地生上限提高至 40%，表示自資院校有能力容納更多非本地學生。
“The advantage of being self-financing is that we are flexible in offering study places. Raising the cap on non-locals can help us contribute to turning Hong Kong into an international education hub,” she said.
「自資院校的優勢在於我們能靈活提供學額。提高非本地生上限有助我們推動香港成為國際教育樞紐。」她說。
Her college has enrolled about 300 non-local students this academic year, putting it at the maximum of the 10 per cent allowed.
該學院本學年已招收約 300 名非本地生，達到現行 10%上限的規定。
Earlier government data showed that 22 self-financing institutions in Hong Kong admitted about 4,300 non-local students in the last academic year, an increase over the 3,200 in 2021-22, which represented 14 per cent of the total number of local students.
政府早前數據顯示，香港 22 所自資院校上學年共錄取約 4,300 名非本地生，較 2021-22 年度的 3,200 人有所增加，佔本地生總數的 14%。
But while 95 per cent of the non-locals in the 2023-24 academic year were from the mainland, less than 5 per cent were from elsewhere.
但在 2023-24 學年，非本地學生中有 95%來自內地，來自其他地區的學生不到 5%。
Hong Kong Metropolitan University president Paul Lam Kwan-sing said last month he hoped the government could relax the 20 per cent cap on the number of students from the mainland, Macau and Taiwan as his institution was at 19 per cent.
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“The percentage of non-local students has jumped from 14 per cent in one to two years,” he said. “It is out of our expectation and we hope it will gradually increase.”
「非本地學生的比例在一兩年間從 14%躍升，」他說。「這超出我們的預期，我們希望它能逐步增加。」
A government source earlier said authorities were seeking to raise the quota but no details were given.
一名政府消息人士早前表示，當局正尋求提高配額，但未提供具體細節。
Chief Executive Lee Ka-chiu announced in his policy address last week that the government would establish a “Study in Hong Kong” brand to help turn the city into an international tertiary education hub. Authorities would also launch a pilot scheme in the first half of next year to encourage the private sector to convert certain hotels and commercial buildings into student hostels.
行政長官李家超上週在施政報告中宣布，政府將建立「留學香港」品牌，協助將香港打造成國際高等教育樞紐。當局亦將於明年上半年推出試點計劃，鼓勵私營機構將部分酒店及商業大廈改作學生宿舍。
In its submission to the Legislative Council, the bureau acknowledged no universal definition of “international education hub” existed, but it usually had several characteristics. The hubs consisted of a cluster of higher education institutions with good standing, which had a high degree of internationalisation as shown by the number, ratio and diverse origin of students and staff members.
教育局提交立法會的文件中承認，「國際教育樞紐」並無普世定義，但通常具備若干特徵。這些樞紐由一群聲譽良好的高等教育機構組成，其國際化程度體現在學生和教職員的數量、比例及多元來源地上。
“Many countries and cities in the world have aspirations to become an education hub,” the bureau said. “There is however no single formula for success which will work for all places.”
教育局表示：「全球許多國家和城市都渴望成為教育樞紐，但並不存在放諸四海皆準的成功公式。」
In the last school year, the number of mainlanders enrolled in undergraduate courses at public universities stood at 10,358, accounting for about 70 per cent of all non-local students, with the rest, 4,398, coming from elsewhere in the world.
上學年，內地生就讀公立大學本科課程的人數達 10,358 人，約佔所有非本地學生的 70%，其餘 4,398 人來自世界其他地區。
A subcommittee in the legislature will meet next Monday to discuss the bureau’s policy initiatives in building Hong Kong into an international tertiary education hub.
立法會的一個小組委員會將於下週一開會，討論該局將香港建設成國際高等教育樞紐的政策倡議。
ARTICLE THREE
第三條
Hong Kong and Singapore: The Quest for Regional Education Hub Status
香港與新加坡：爭奪區域教育樞紐地位的競逐
February 8, 2017
2017 年 2 月 8 日
Joshua Mok Ka-ho
莫家豪
Singapore and Hong Kong have long aspired to be regional education hubs and have pursued policies to that effect. However, changing socioeconomic contexts dictate flexible approaches, and how the two states respond to their economies’ evolving requirements will determine their success.
新加坡與香港長期以來渴望成為區域教育樞紐，並為此推行相應政策。然而，不斷變化的社會經濟環境要求採取靈活應對方式，這兩個地區如何回應其經濟發展的需求將決定其成功與否。
Growing global interdependence within higher education has been recognized for decades, usually seen as “international education” and having its primary manifestations in student and faculty exchanges between countries. Over the last decade, especially after the General Agreement on Trade in Services—which all members of the World Trade Organization are signatories to—came into effect, higher education has been refined in part as a tradable commodity, and the amount of “globalized education” is increasing.
高等教育日益增長的全球互依性已被認知數十年，通常被視為「國際教育」，其主要表現形式為國家間的學生與教師交流。過去十年間，特別是《服務貿易總協定》——世界貿易組織所有成員皆為簽署方——生效後，高等教育已被部分精煉為可交易商品，「全球化教育」的規模正不斷擴大。
With a strong intention to enhance the competitiveness of their higher education systems, governments across the world, and especially those in Asia, have engaged in the quest to achieve different forms of hub status such as hubs for education, talent and knowledge/information.
世界各國政府，尤其是亞洲地區，懷抱強烈意圖提升其高等教育體系的競爭力，紛紛投入追求不同形式的樞紐地位，例如教育樞紐、人才樞紐及知識/資訊樞紐。
As small states in the context of highly competitive knowledge-based economies, Singapore and Hong Kong place particular emphasis on enhancing the quality of higher education for their citizens, especially as improved research capacity and high quality talent will support their standing in the globalizing economy. Nevertheless, it can take a long time for higher education requirements to be fulfilled if only local universities are relied upon. Instead, opening up the education market and allowing leading nonlocal institutions to offer programs or run offshore campuses can act as a catalyst.
作為高度競爭的知識型經濟體中的小型經濟體，新加坡和香港特別重視提升公民的高等教育品質，因為增強研究能力和培養高品質人才將有助於它們在全球經濟中的地位。然而，如果僅依賴本地大學，滿足高等教育需求可能需要很長時間。相反，開放教育市場並允許領先的非本地機構提供課程或開設海外分校可以起到催化作用。
To meet its objective of becoming an education hub, the Singapore government has invited foreign universities to set up local campuses and provide more higher education programs. Similarly, the Hong Kong government also encourages overseas universities to offer different kinds of higher education programs in Hong Kong to meet the pressing demand for higher learning, given that the publicly funded universities still maintain a stringent quota of control over student enrollments.
為了實現成為教育樞紐的目標，新加坡政府邀請外國大學設立本地校區並提供更多高等教育課程。同樣地，考慮到公立大學仍對學生招生保持嚴格的名額控制，香港政府也鼓勵海外大學在香港提供各種高等教育課程，以滿足對高等教育的迫切需求。
Similar Directions, Different Strategies
相似的方向，不同的策略
While Singapore and Hong Kong are leaders in higher education, the strategies and approaches adopted by the two are different. Aspiring to become the Boston of the East, the Singapore government launched the Global Schoolhouse project about two decades ago. It provides well-articulated policy objectives and strategies by offering handsome packages attracting leading universities/institutions from overseas to develop their campuses in the country.
雖然新加坡和香港都是高等教育的領先者，但兩者採取的策略和方法卻有所不同。新加坡政府渴望成為「東方波士頓」，約二十年前推出了「全球學堂」計劃。該計劃提供明確的政策目標和策略，通過提供豐厚的條件吸引海外頂尖大學/機構在該國設立校區。
To assert Singapore’s regional leadership in higher education, the government carefully identifies major gaps and crucial disciplinary areas that Singapore lacks but will need for future development. It then strategically invites world-renowned universities in those fields to set up local programs or campuses. Areas of study that Singapore lagged behind in in the past such as international business and finance, creative arts and culture, and liberal arts education, have been strengthened through partnering and cobranding with leading global institutions. Examples include programs with MIT and Yale universities and an INSEAD campus.
為了確立新加坡在高等教育領域的區域領導地位，政府仔細識別了新加坡目前缺乏但未來發展所需的關鍵學科領域和主要差距。然後，政府會策略性地邀請這些領域的世界知名大學在當地開設課程或校區。過去新加坡在國際商業與金融、創意藝術與文化以及博雅教育等領域相對落後，但通過與全球頂尖機構的合作與品牌聯合，這些領域已得到加強。例如與麻省理工學院和耶魯大學的合作項目，以及歐洲工商管理學院（INSEAD）的校區。
The Singapore government has played a strategic role from planning to implementation in the regional education hub project, appropriately using resources and measures to achieve its policy goals. It has played the role of “market generator,” not only in setting out the strategic direction, but also by proactively orchestrating developments in transnational higher education to meet its national agenda.
新加坡政府在區域教育樞紐專案中從規劃到實施都扮演了戰略性角色，適當地運用資源與措施以達成其政策目標。它不僅發揮了「市場創造者」的作用，確立戰略方向，還積極協調跨國高等教育的發展，以配合其國家議程。
The future of Hong Kong and Singapore in education depends on how they adapt to changing socioeconomic contexts.
香港與新加坡在教育領域的未來，取決於它們如何適應不斷變化的社會經濟環境。
Meanwhile, the Hong Kong government has been far more committed to free market principles and has taken a hands-off approach, performing the role of market facilitator. Its government has just set out the macro policy direction aspiring to become a regional education hub. However, concrete measures have not been rolled out by the government to achieve such a policy objective. The government believes in the importance of institutional autonomy and academic freedom for universities to run their business and they encourage universities to identify areas and overseas partners to provide programs that could fill the gap and help strengthen Hong Kong’s leadership role in transnational higher education.
與此同時，香港政府更堅持自由市場原則，採取放手不理的態度，扮演市場促進者的角色。香港政府剛剛制定了宏觀的政策方向，希望成為區域教育樞紐。然而，政府並未推出具體措施來實現此一政策目標。政府深信院校自主及學術自由對大學營運的重要性，並鼓勵大學尋找地區及海外夥伴，以提供可填補缺口的課程，協助鞏固香港在跨國高等教育的領導地位。
Making particular reference to Singapore and Malaysia, critical reviews of the regional education hub project in Hong Kong have revealed no major overseas universities setting up major offshore campuses in the city-state with only a few exceptions, such as the University of Chicago Booth School of Business. Compared to Singapore, and even Malaysia (which has a similar regional education hub project), the project in Hong Kong is more unorganized in terms of comprehensive planning and concrete strategies.
特別針對新加坡和馬來西亞的批判性回顧顯示，香港的區域教育樞紐計畫中，除了芝加哥大學布斯商學院等少數例外，並無主要海外大學在這座城市國家設立大型海外校區。與新加坡甚至馬來西亞（後者也有類似的區域教育樞紐計畫）相比，香港的這項計畫在全面規劃和具體策略方面更顯缺乏組織。
Challenges Ahead
前方的挑戰
After roughly two decades of experiencing and adjusting to the rapid development of transnational higher education, Singapore and Hong Kong may now have to adopt somewhat different approaches toward one of midlevel state involvement. On the one hand, we may see lesser state intervention in Singapore, and on the other, greater state intervention in Hong Kong may be warranted.
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Singapore may need to reduce the state’s role to maintain the vitality and efficiency of its transnational higher education sector. Indeed, in Singapore’s case, there are signs this is already happening. But the Hong Kong government may have to wield its state capacity more proactively in industrializing the sector, so as to make it more conducive to the territory’s economic needs.
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The hub projects in these city-states can face challenges when local and regional educational needs start fluctuating. The success and sustainability of these hub projects, for example, depend heavily on the changing political economy context.
這些城邦中的樞紐項目在地方和區域教育需求開始波動時可能會面臨挑戰。舉例來說，這些樞紐項目的成功與可持續性在很大程度上取決於不斷變化的政治經濟背景。
In recent times, the Singapore government has faced the dilemma of balancing its Global Schoolhouse aspirations against locals’ complaints of heightened competition for positions at educational institutions. At the same time, Singapore has made policy adjustments not only to the education hub project but also immigration policy, using the education hub project as a policy instrument for the attraction and retention of talent and to supplement its working population. As such, there are different push and pull factors influencing policies relating to the education sector. For example, there were 50,000 foreign students in Singapore in 2002, and while Singapore aimed to draw 150,000 students by 2015, and the number did increase to 97,000 by 2008, it started declining thereafter to reach 75,000 as of September 2014.
近年來，新加坡政府面臨著平衡其全球學府願景與本地民眾對教育機構職位競爭加劇抱怨的兩難局面。與此同時，新加坡不僅對教育樞紐項目進行了政策調整，還修改了移民政策，將教育樞紐項目作為吸引和留住人才、補充勞動力人口的政策工具。因此，影響教育領域相關政策的因素既有推力也有拉力。例如，2002 年新加坡有 5 萬名外國學生，雖然新加坡的目標是到 2015 年吸引 15 萬名學生，且這一數字在 2008 年確實增長至 9.7 萬，但此後開始下降，截至 2014 年 9 月降至 7.5 萬。
Hong Kong, meanwhile, has not given the education hub project such high prominence in its recent policy agendas, especially as the government has placed greater emphasis on meeting its citizens’ housing needs. In fact, recognizing the shortage of land for housing, the government has determined to use land—originally planned for attracting overseas institutions to offer transnational higher education learning in the city-state—as venues for public and/or private housing estates. The hub project has therefore been scaled back, especially as Hong Kong has also experienced a decline in its youth population.
與此同時，香港在近期的政策議程中，並未將教育樞紐計劃放在如此重要的位置，尤其是政府更加重視滿足市民的住房需求。事實上，由於了解到房屋用地的短缺，政府已決定將原計劃用於吸引海外院校在香港提供跨國高等教育學習的土地，用作興建公共及/或私人屋苑的場地。因此，樞紐計劃的規模已經縮減，尤其是香港的青年人口也出現下降。
More recently, because students from mainland China—one of the primary sources of foreign students—also have plenty of other options for overseas studies, coupled with challenges related to integrating local and nonlocal students in the city, the government’s push of the education hub project is slowing down.
近年來，由於來自中國大陸——外國學生的主要來源之一——的學生也有許多其他海外留學的選擇，加上香港在融合本地與非本地學生方面面臨挑戰，政府推動教育樞紐項目的步伐正在放緩。
The future of these two city-states in the global education sector continues to be promising, but only time will tell how well they adapt to the changing circumstances that will influence policies relating to the education sector. How they address these challenges will determine their prospects as regional or even global education hubs in the years to come, and will also have a broader impact on their respective knowledge economies.
這兩個城市國家在全球教育領域的未來依然充滿希望，但只有時間能證明它們如何適應將影響教育相關政策的變動環境。它們如何應對這些挑戰，將決定未來幾年作為區域甚至全球教育樞紐的前景，並對各自的知識經濟產生更廣泛的影響。