In recent years, Hong Kong's education system has undergone a great change. In the past, students attended five-year lower secondary education, two-year upper secondary education and three-year tertiary education. Since the 2009/10 school year, secondary and tertiary education has consisted of three-year lower secondary education, three-year higher education and four-year tertiary education (scheme 3-3-4). In addition to the academic structure of the education system, new compulsory subjects such as liberal studies have also been introduced to facilitate students' independent thinking. The above examples show that the HKSAR government is working hard to change the education system from similar to the British system to similar to the Chinese system. As Hong Kong's education system changes from time to time, how will sociologists view these changes? The following essay will discuss Hong Kong's education system based on the following three sociological perspectives: the structural-functional approach, the social conflict approach, and the symbolic interaction approach. The first perspective to discuss is the structural-functional one. prospect. According to Macionis, the structural-functional approach is a framework for building a theory that sees society as a complex system whose parts work together to promote solidarity and stability (Macionis, 2011). Education serves different functions. The first function is to equip citizens with different skills so that they can apply these learned skills to function as cogs of society. In Hong Kong, students have to learn Chinese, English and mathematics in primary school. These three topics serve as basic tools in communication and arithmetic in daily life. When students move… to the center of the paper… people are willing to stay in their social class and remain in the status quo. In the case of Hong Kong, inequality has manifested itself in the difference in economic capital spent on children's education, which affects public examination results. Furthermore, the school places hidden programs for students. In Hong Kong, hidden agendas are particularly effective because of Chinese society's collectivism that people should obey authority. The excessive pursuit of college degrees results in credential inflation. Employers may pay less for better employees, which affects the poor's chances of moving up the social class hierarchy. Finally, scholars of symbolic interaction have focused on the effects of labeling on individuals. The public's different expectations of EMI students and CMI students serve as an example of the labeling effect influencing students' self-fulfilling prophecy.