„The cultural shift has transformed Japanese schools. Teachers no longer perceive themselves as the authority figures transmitting knowledge, and students learn in a problem-solving style to develop thinking skills. In contrast, although the Hong Kong curriculum also emphasises student-centredness, in practice, the dominant learning style remains rote.“
Univ.-Prof. Dr. Tao Jiang u. a., Typologies of secondary school student academic resilience in science with classroom and school context predictors (2024), S. 5.

„As many as 40 per cent of new teachers leave the profession within their first five years on the job in Canada, Hong Kong, the UK and the USA.“
UNESCO (Hrsg.), Global Report on Teachers (2024), S. 76.

„In Mathematik schnitten 6 ostasiatische Bildungssysteme (Hongkong [China], Japan, Korea, Macau [China], Singapur und Chinesisch Taipei) besser ab als alle anderen Länder und Volkswirtschaften.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 58.

„Besonders bemerkenswert sind Hongkong (China) und Macau (China). Sie verbinden sehr hohe Schülerleistungen – ihre mittlere Punktzahl in Mathematik beträgt 540 Punkte bzw. sogar mehr – mit einem sehr hohen Grad an Fairness in Bezug auf den sozioökonomischen Hintergrund.“
OECD (Hrsg.), PISA 2022 Ergebnisse, Band I. Lernstände und Bildungsgerechtigkeit (2023), S. 125.

„In East Asian school systems, such as Hong Kong (China), Japan, Macao (China) and Chinese Taipei, and also in Slovenia, more than two in three students attended a school where it would be likely or very likely that a student is transferred to another school for low academic achievement. […] On average across OECD countries, students with bad performance or behaviour were more likely to be transferred to another school if they attended a private school than if they attended a public school.“
OECD (Hrsg.), PISA 2022 Results, Vol.II. Learning During – and From – Disruption (2023), S. 231.

„More than half of the fourth grade students reached the Advanced International Benchmark in Singapore (54 %), and one-third or more did so in Hong Kong SAR (38 %), Korea (37 %), Chinese Taipei (37 %), and Japan (33 %). Northern Ireland had about one-fourth (26 %) of its students reaching the Advanced International Benchmark, and England and the Russian Federation had about one-fifth (21 % and 20 %, respectively).“
IEA (Hrsg.), TIMSS 2019. International Results in Mathematics and Science (2020), S. 37.
In Österreich waren es 9 %. (Quelle: ibidem, S. 38.)

„Given that the curricula for some countries/jurisdictions are written to cater for the whole ability spectrum of students, they can find it challenging to persuade schools and parents not to aim over-ambitiously for some students. Aiming to teach the whole curriculum to all students in the spectrum may be overly ambitious, and may disadvantage low-performing students, as reported by Hong Kong (China).“
OECD (Hrsg.), Curriculum Overload: A Way Forward (2020), S. 81.

PISA 2018: „Die größten Anteile an Schülerinnen und Schülern mit Leistungen auf Kompetenzstufe 5 oder darüber in Mathematik wurden in sechs asiatischen Ländern und Volkswirtschaften verzeichnet: Peking, Shanghai, Jiangsu und Zhejiang (China) (44 %), Singapur (37 %), Hongkong (China) (29 %), Macau (China) (28 %), Chinesisch Taipei (23 %) und Korea (21 %).“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 114
In Österreich waren es 13 %, im OECD-Durchschnitt 11 %. (Quelle: OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), Abbildung I.6.1.)

PISA 2018: „Die niedrige Beteiligungsquote in Hongkong (China) (Anm.: 69 %; Österreich: 100 %) war vor allem auf zwei Gründe zurückzuführen: das mangelnde Engagement von Schulen und Lehrkräften für eine Teilnahme an PISA und die hohe Zahl an Schulen, die als nicht teilnehmende Schulen galten, weil weniger als 50 % der an diesen Schulen für die Stichprobe ausgewählten Schüler an dem Test teilnahmen.“
OECD (Hrsg.), „PISA 2018 Ergebnisse. Was Schülerinnen und Schüler wissen und können“ (2019), S. 195

„Teachers leaving the profession during the first five years have reached a proportion of close to 40 % in many countries and jurisdictions including in Canada, Hong Kong, the United Kingdom and the United States.“
OECD (Hrsg.), „A Flying Start“ (2019), S. 51

PISA 2018: „Chronic truancy and, to a lesser extent, lateness have such adverse effects on learning that school systems around the globe are constantly devising strategies to tackle them. […] The countries and economies where fewer students had skipped a whole day of school were also the countries/economies with higher average reading performance, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Estonia, Finland, Hong Kong (China), Japan, Korea, Macao (China), Singapore, Sweden and Chinese Taipei.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 76

PISA 2018: „In most East Asian countries and economies, such as Beijing, Shanghai, Jiangsu and Zhejiang (China), Hong Kong (China), Japan and Macao (China), students scored above the OECD average in reading, but reported lower levels of life satisfaction than the average 15-year-old student in OECD countries.“
OECD (Hrsg.), „PISA 2018 Results. What School Life Means for Students’ Lives“ (2019), S. 160

„The highest shares of resilient students are found in Hong Kong (China) with 53 % and Macao (China) with 52 %.“

Prof. Dr. Tommaso Agasisti u. a., „Academic resilience“ (2018), S. 11

„Recent challenges to the school system in Hong Kong include an increase in ethnic- and language-minority students and an increase in social segregation as some of the most prestigious public schools have become private.“
Asia Society (Hrsg.), New Challenges and opportunities (2018), S. 13f.

„Students in some of the world’s most high-performing jurisdictions on international large-scale assessments such as Shanghai, South Korea, and Hong Kong have reported 'relatively low satisfaction with life'. Internationally, there is growing concern that excessive pressure for high test scores (and to avoid low test scores) can cause ill-being.“
Univ.-Prof. Dr. Andy Hargreaves u. a., Leading from the Middle (2018), S. 55.

„In some high-performing countries and economies, such as Finland, Hong Kong (China), Korea, Macao (China) and Chinese Taipei [Anm.: „Chinese Taipei“ = Taiwan], candidates must pass a competitive examination to be admitted into pre-service teacher education.“

OECD (Hrsg.), „Effective Teacher Policies“ (2018), S. 46

„In Finland, Hong-Kong (China), Macao (China) and Chinese Taipei, students who wish to enter teacher-training programmes must pass a competitive entry examination.“

OECD (Hrsg.), „What do we know about teachers’ selection and professional development in high-performing countries?“ (2017), S. 2

„The Chinese government assigns a high value to education. It holds the belief that education is the basis of national development and modernisation.“

OECD (Hrsg.), „Education in China“ (2016), S. 12

„In Canada, Chile, Denmark and Hong Kong (China), 15-year-olds spend five hours per week in language-of-instruction classes, while students in Austria, Finland and Russia spend less than 2 hours and 30 minutes per week in these classes.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 43

„In Australia, Canada, Hong Kong (China), Ireland, Israel, Malta, New Zealand, Singapore, Thailand, the United Kingdom, the United States and Viet Nam, at least three in four students receive instruction in at least one subject in an ability-grouped class.“

OECD (Hrsg.), „PISA 2015 Results (Volume II): Policies and Practices for Successful Schools (2016), S. 176

„In Croatia, Hong Kong-China, Japan and the Netherlands, over 90 % of students attend selective schools, i.e. schools where student academic performance and/or recommendations from feeder schools are always considered for admission.“

OECD (Hrsg.), „Equations and Inequalities“ (2016), S. 88

 „53.8% of Grade 9 students and 71.8% of Grade 12 students were receiving private supplementary tutoring.“

Univ.-Prof. Dr. Mark Bray u. a., „Regulating Private Tutoring for Public Good“ (2014), Executive Summary

„Die ostasiatischen Spitzenreiter in den jüngsten internationalen Schulstudien wie Hongkong, Korea oder Singapur bieten sogar vier oder mehr Tracks (Schulformen) an, was indirekt auch den PISA- und TIMSS-Erfolg deutscher Bundesländer mit gegliederten (Sekundar-)Schulsystemen erklärt.“

Univ.-Prof. Dr. Kurt Heller, „Gymnasium in Niedersachsen“ 3/2013, S. 20

Hongkong: „The estimated burden of tutoring costs per child reached between 20.3 % and 30.5 % for households with estimated incomes between HK$ 4,000 and HK $5,999.“

Univ.-Prof. Dr. Mark Bray, „Benefits and Tensions of Shadow Education“. In: „Journal of International and Comparative Education“ (2013), Vol. 2, Issue 1, S. 22

„Hong Kong SAR had the greatest percentage (82 %) of students reaching the High International Benchmark in mathematics, and mathematics was a considerable strength.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 20

Von Österreichs 10-Jährigen erreichten in Mathematik nur 26 % den „High International Benchmark“ (= 550 Punkte).

„In Hong Kong, there is high demand for shadow education as a preparation for the secondary-school-certification examinations because performance on the exam is the most crucial factor that determines their job and salary level.“

Univ.-Prof. Dr. Ji Yun Lee, „Private Tutoring and its Impact on Students‘ Academic Achievement, Formal Schooling, and Educational Inequality in Korea“ (2013), S. 24

„The East Asian countries, including Singapore, Korea, Hong Kong SAR, Chinese Taipei, and Japan excel in mathematics from assessment cycle to assessment cycle, and the Russian Federation and Finland are top performers in reading.“

IEA (Hrsg.), „TIMSS and PIRLS 2011: Relationships among reading, mathematics, and science achievement at the fourth grade“ (2013), S. 14

„Over half of Hong Kong’s secondary students receive private supplementary tutoring, and in the last grade of secondary schooling the proportion exceeds 70 %.“

Univ.-Prof. Dr. Mark Bray, „Benefits and Tensions of Shadow Education“ in „Journal of International and Comparative Education“ (2013), Vol. 2, Issue 1, S. 18

„Im Allgemeinen gewinnen Länder, die in PISA gut abschneiden, die besten Studierenden für den Lehrerberuf, indem sie ihnen ein höheres Gehalt sowie berufliches Ansehen bieten. […] So verdienen beispielsweise Lehrkräfte der Sekundarstufe I in Korea und der Partnervolkswirtschaft Hongkong (China), zwei leistungsstarken Systemen bei der PISA-Lesekompetenzstudie, über das Doppelte des Pro-Kopf-BIP des betreffenden Landes.“

OECD (Hrsg.), „PISA im Fokus 13“ (Februar 2012), S. 3

... und damit mehr als das Doppelte der Lehrkräfte Österreichs.

„In the Republic of Korea nearly 90 % of elementary students receive some sort of shadow education; and in Hong Kong, China, about 85 % of senior secondary students do so.“

Univ.-Prof. Dr. Mark Bray u.a., „Shadow Education“ (2012), Executive Summary

„Korea, Shanghai and Hong Kong have the smallest distance between highest and lowest performing students.“

IPPR (Hrsg.), „Oceans of Innovation“ (2012), S. 43

„In the countries with the most successful public education (South Korea, Singapore, Hong-Kong, Finland) teachers come from the upper tier of university graduates; in Finland they come from the uppermost 10 %.“

Balázs Hornyák, „Pillars of Talent Support in Finland“. In: Győri, „International horizons of talent support. Best practices within and without the European Union“ (2011), S. 54

„Hong Kong still has quite a few elite schools whose graduates are favoured candidates for admission to the best universities in the world. It is notable that such students are not necessarily from wealthy families.“

OECD (Hrsg.), „Strong Performers and Successful Reformers in Education“ (2011), S. 100