Vong Iat Hang

Official Title: Adjunct Assistant Professor (Visiting Academic)

Short Bio

From 2000 to the present, the positions he has held include: advisor of the Office of the Secretary for Social Affairs and Culture(SASC), division head of The Education and Youth Development Bureau (DSEJ), member of the executive committee of the board of directors in the Macau Science Center, vice-principal, adjunct assistant professor, and secondary school geography teacher.

During his tenure as division head of The Education and Youth Development Bureau (DSEJ), he was responsible for education policy research and school curriculum innovation. He played a key role in the reform and development of non-higher education curricula, drafting “Curriculum Framework for Formal Education of Local Education System” and “The Requirements of Basic Academic Attainments of Local Education System”, as well as other curriculum documents. He also coordinated, organized, and implemented curriculum reform pilot plans, teacher professional development activities, and professional learning communities, as well as textbook construction and other projects. Additionally, he participated in related work, including the "Ten Year Plan for the Development of Non-Tertiary Education (2011-2020)", "System Framework for Private School Teaching Staff of Non-tertiary Education", and “Non-tertiary Vocational and Technical Education System”.

Since 2004, he has been actively involved in education-related academic organizations both domestically and abroad, serving as a member or officer of these organizations.

His research interests are diverse and include curriculum studies, sociology of education, teacher professional development, textbook studies, and geography education. In curriculum studies, he focuses on implementation and leadership, while in the sociology of education, he specializes in policy analysis. As for teacher professional development, he is interested in pedagogical content knowledge (PCK) and professional learning communities (PLC). In textbook studies, he conducts discourse analysis, and in geography education, he is interested in curriculum and teaching.

Publications

REFERRED ARTICLES

Vong, I. H. (2024). Major progress in the reform of the secondary school geography curriculum in the Macao SAR over the past decade. Geography Education, 2024(4), 3-7.
Vong, I. H., & Yang, Y. H. (2022). How Macao high school history textbooks integrate patriotic education. Teaching and Learning of Primary and Secondary School Textbooks, 2022(4), 10-17, 41.
Vong, I. H. (2021). Towards the 2030 Sustainable Development Goals: An analysis of sustainable development in Macao's basic education curriculum from the content dimension. Geography Teaching, 2021(18), 8-12.
Vong, I. H. (2013). Towards quality education and advancing curriculum reform: The development and direction of non-tertiary education curriculum. Teacher Magazine, 2013(40), 59-64.
Vong, I. H. (2009). A review and prospect of the development of basic education curriculum in Macao over the past ten years since the handover. Macau Education, 2009(4), 36-41.
Vong, I. H. (2009). The historical development of the secondary school geography curriculum in Macao. Reference for Teaching Secondary School Geography, 2009(7), 168-170.
Lam, Y. F., & Vong, I. H. (2009). When the landscape is lost, is joint signature still effective? Discussion on the draft of the Cultural Heritage Protection Law. Macau Daily News, 2009.6.3(F06).
Vong, I. H. (2009). A review and prospect of the professional development of geography teachers in Macao. Reference for Teaching Secondary School Geography, 2009(4), 185-189.
Vong, I. H. (2009). A review, current status, and prospects of geography education in Macao. Reference for Teaching Secondary School Geography, 2009(1-2), 119-121.
Vong, I. H. (2008). Reflections on teacher professionalism: Consultation suggestions on the Framework for Private School Teaching Staff. Macau Education, 2008(4), 13-15.
Vong, I. H., & Shan, W. J. (2008). Analysis of the current status of social studies curriculum in public Chinese-Portuguese schools in Macao. Global Education Outlook, 37(2), 60-65.
Vong, I. H. (2008). Geography curriculum and teacher professional development in Macao. Geography Education, 2008(1), 6-7.
Vong, I. H., & Chan, K. L. (2007). Comparing Mainland China, Taiwan, and Hong Kong: Reflections on the textbook system and policies in Macao. Teacher Magazine, 2007(19), 45-52.
Vong, I. H. (2007). How to understand our students: Insights into implementing student-centered education practices. Modern Education Forum, 2007(1), 81-84.
Vong, I. H., & Shan, W. J. (2006). Social studies curriculum and teaching with a focus on civic quality cultivation. Global Education Outlook, 35(10), 35-40.
Vong, I. H. (2006). From functional positioning of textbooks to the presentation of geography textbooks. Macau Education, 2006(3), 32-34.
Vong, I. H. (2006). New curriculum concepts and secondary geography textbook reform in Mainland China. Teacher Magazine, 2006(15), 32-36.
Vong, I. H. (2006). The role of modern teaching evaluation and the renewal of its concepts. Macau Education, 2006(2), 61-64.
Vong, I. H. (2006). Achieving harmonious education and building a harmonious society: Understanding and reflections on harmonious education. Teacher Magazine, 2006(14), 38-41.
Vong, I. H. (2005). Current status and prospects of geography curriculum reform in Macao. Teacher Magazine, 2005(11), 22-24.
Vong, I. H., Wu, S. Y., & Chan, M. F. (2005). Comparison of geography education in schools in Macao and Hong Kong (Part 3). Macau Education, 2005(3), 23-25.
Vong, I. H., Wu, S. Y., & Chan, M. F. (2005). Comparison of geography education in schools in Macao and Hong Kong (Part 2). Macau Education, 2005(2), 41-43.
Vong, I. H., Wu, S. Y., & Chan, M. F. (2005). Comparison of geography education in schools in Macao and Hong Kong (Part 1). Macau Education, 2005(1), 27-30.
Vong, I. H. (2004). Cultivating the concept of sustainable development in geography teaching. Macau Education, 2004(4), 56-58.
Vong, I. H. (2004). Reflections and prospects of geography curriculum in Macao. Macau Education, 2004(2), 27-32.
Vong, I. H. (2004). A brief discussion on the design of secondary school geography curriculum objectives in Macao. Teacher Magazine, 2004(1), 22-24.
Vong, I. H. (2003). Exploring research-based learning in geography. Macau Education, 2003(3), 39-41.
Vong, I. H. (2003). Preliminary exploration of teacher qualities in the new century in Macao. Macau Education, 2003(2), 41-43.
Vong, I. H. (2003). The shift of teachers' teaching concepts in educational reform. Macau Education, 2003(1), 37-40.
Vong, I. H. (2002). A comparison of high school geography curriculum outlines between Mainland China and Macao. Macau Education, 2002(4), 46-48.
Vong, I. H. (2002). Optimizing teaching to overcome difficulties. Macau Education, 2002(3), 33-35.

BOOK CHAPTERS

Vong, I. H. (2009). Geography curriculum and teacher professional development in Macao. In W. J. Shan & F. Q. Lin (Eds.), Selected Studies on Humanities and Social Sciences in Macao - Volume on Education (pp. 472-486). Macau: Social Sciences Academic Press.
Vong, I. H. (2009). Geography curriculum reform in Macao - Changes in curriculum leadership. In Chinese Geographical Society (Ed.), Proceedings of the Chinese Geographical Society Centennial Celebration (pp. 157-160). Beijing: Chinese Geographical Society.
Vong, I. H. (2009). Changes in curriculum leadership - A case study of school-based curriculum reform in a Macao secondary school. In Shanghai Educational Society & Shanghai Normal University (Eds.), Proceedings of the Symposium on the Inheritance and Development of Traditional Culture and Contemporary Education (pp. 55-65). Shanghai: Shanghai Educational Society.
Shan, W. J., & Vong, I. H. (2007). Textbook policy and its impact in Macao. In Chinese Society for Curriculum and Instruction (Ed.), Textbook System and Its Impact (pp. 173-190). Taipei: Wu-Nan Book Inc.
Huang, S. J., Shan, W. J., & Vong, I. H. (2007). Discourse analysis of curriculum reform experiences in Macao. In Chinese Society for Textbook Research and Development (Ed.), Proceedings of the Conference on Curriculum Theory and Curriculum Reform (pp. 246-279). Taipei: Chinese Society for Textbook Research and Development.
Ma, K. W., Vong, I. H., & Wong, C. K. (2007). A brief discussion on the content orientation of Macao’s geography curriculum - A case study of human and local geography. In S. J. Huang (Ed.), Proceedings of the Conference on Educational Development in Chinese Societies (pp. 130-135). Macau: Faculty of Education, University of Macau.
Vong, I. H. (2007). A brief discussion on curriculum reform - Issues to be addressed in Macao's curriculum reform. In S. J. Huang (Ed.), Proceedings of the Conference on Educational Development in Chinese Societies (pp. 68-72). Macau: Faculty of Education, University of Macau.
Vong, I. H., & Shan, W. J. (2006). Development of harmonious consciousness and strategies for harmonious education. In C. L. Chen & K. K. Kwok (Eds.), Theory and Practice of Harmonious Education (pp. 117-127). Hong Kong: Hong Kong Teachers' Association.
Gong, Z. M., & Vong, I. H. (2003). A comparison of high school geography curriculum outlines between Mainland China and Macao. In Geographical Education Research Committee of the Chinese Society of Education (Ed.), Chinese Geography Education in the 21st Century (pp. 207-215). Beijing: People's Education Press.