Transformational issues in curriculum reform: Perspectives from Hong Kong

Transformational issues in curriculum reform: Perspectives from Hong Kong

• Kennedy, Kerry John The Hong Kong Institute of Education

Journal of Textbook Research, 4(1), 87-113, 2014

National Institute for Compilation and Translation

2014

• D Curriculum
  • DB Development & Evaluation
• R Educational Policy & Administration
  • RG Education Reforms

Reform Learning Curriculum Change

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Following the return of Hong Kong to Chinese sovereignty in 1997, the new government set out an ambitious programme of educational reform. Following extensive community consultation, reforms to both basic education and senior secondary education were set out and programmed over a ten year period starting in 2001. The school curriculum was the centre piece of this reform agenda with proposals for a more integrated curriculum, more engaging teaching strategies and assessment processes that focused on learning rather than testing. A new approach to senior secondary education extended six years of schooling to all students. The reform agenda was post-colonial in nature but also sought to develop a curriculum that would support Hong Kong's role in the emerging knowledge economy. The reaction of schools to this agenda has not always been supportive. Yet there is some evidence that change is being made and teaching and learning in Hong Kong schools has been affected by the reform agenda.
[Copyright © National Institute for Compilation and Translation].

• English

Journal Articles

• 19998856

https://bibliography.lib.eduhk.hk/bibs/a7b0ba21

2015-12-14