Abstract
Due to the government’s unwillingness to devote many resources to the territory, together with its non-interventionist attitude towards education before 1987, Macau has never had a single, unique education “system” but a poly-centred system, which is neither centralized nor decentralized ([Alves Pinto 1987]; [Rosa 1990]). This polycentred system has an uncoordinated collection of subsystems, imported from Portugal, The People's Republic of China, Taiwan and Hong Kong. The number of years in the primary, junior secondary and senior secondary cycles varies according to the model. The Portuguese model follows a 4+2+3+2+1 pattern, the Chinese or Taiwanese one is 6+3+3. The principal model modified from Hong Kong’s Anglo-Chinese School has a 6+5+1 structure.
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Tang, C.K. (2004). The Social Origins and Development of Macau’s Decentralized Education System. In: Ka-Ho, M. (eds) Centralization and Decentralization. CERC Studies in Comparative Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0956-0_4
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DOI: https://doi.org/10.1007/978-94-007-0956-0_4
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