Teachers play a critical role in facilitating the career and life planning of secondary school students. This paper describes the development of the Career-Related Teacher Support Scale (Hong Kong Secondary Students Form). Based on data obtained from 493 students in Hong Kong, five types of career-related teacher support were identified with the most important form of support being teachers' knowledge about the world of work and study path requirements. A correlation model yielded the best fit to the data. No variance in response pattern appeared across genders, and the new scale was found to have good validity and reliability. Copyright © 2023 Springer.

生涯規劃不單只是職業上的規劃,而是要為個人面對人生種種不同情境,作出全面的分析和規劃。有特殊教育需要的學生因著智能、肌能及職能發展上的限制,職業發展只屬於他們生涯規劃的一部份;更重要的是讓他們的生命有意義、有質素,並有尊嚴地渡過。本文嘗試討論香港及其他地方有關特教生生涯規劃的原則與理念,為建立他們整全人格的生涯規劃定位。文中介紹美國行之有效的生活為本教育轉銜課程,並以香港不同課程體系為比較實例,展示如何將生涯規劃應要掌握的內容在課程中實踐。Life planning is not just career planning but also helping individuals to face with all kinds of situations in life and make comprehensive analysis and planning. Students with special educational needs, because of their intellectual, physical and work limitations, career development can only account for a part in their life planning. The most important thing is to create a meaningful life with both quality and dignity. This paper attempts to discuss the principles and concepts in life planning of students with special needs in Hong Kong and other countries for establishing holistic personal development. In the paper, effective implementation of the Life Centered Education (LCE) Transition Curriculum in United States would also introduced. Some Hong Kong curriculum models were discussed for showing how local institutions practice life planning throughout the local curriculum context.
[Copyright of 香港特殊教育期刊 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

The present study is the first empirical research in Hong Kong to evaluate a peer career counselling programme consisting of a 3.5-day training and a school-based service project. Using a quasi-experimental design, the evaluation was based on the Career Readiness Scales ratings at three waves of data collection. Results showed that the programme was effective in enhancing peer counsellors' career readiness. The effect came mainly from the training and less from the service project.

Although worldwide practices of inclusive education aim to provide equal learning opportunities for students with special educational needs (SEN) to support their learning performance in schooling, comparatively less is known about these students' competences in preparing and achieving their post-secondary school outcomes. This study extended previous research on testing ordinary secondary students' career development self-efficacy to the population of students with special educational needs. Participants were grades 9 to 12 SEN students in Hong Kong. Eight types of SEN were included. The Career Development Self-Efficacy Inventory (CE-SEI) assessed five key domains of career development self-efficacy (i.e., career planning, career goal setting, training selection, job hunt preparation, and job hunting). The confirmatory factor analysis supported the consistency of internal structure of this instrument in SEN students. The correlation analysis showed statistically significant correlations among the five key factors of career development. This study has practical implications to help school stakeholders to develop effective career guidance to support SEN students by using this validated short form of CE-SEI as a useful screening tool to diagnose pre-existing problems of SEN students' career development self-efficacy. Implications of this study are also discussed in relation to current implementation of career guidance and lifelong education policy in secondary schools.

背景：為配合教育改革及學生成長的需要，本港小學於2002年推行「全方位學生輔導服務」體系，此體系涵蓋四個範疇，本研究選取了「政策及組織」範疇中之建構學校關顧文化作探討，探究香港小學的教職員如何建構學校之關顧文化。
目的：探究建構學校關顧文化之優良範例及其背後之促成因素。
研究對象：三個聚焦小組及四所個案學校的輔導老師。
研究方法：分析聚焦小組及個案學校之半結構式訪談。
研究結果：受訪輔導老師提出了很多建構關顧文化之優良範例，而促成因素有三個，包括校長之帶領和示範，教職員團隊之策動和鞏固，及全校教職員和師生之參與。
結論：研究提出了建立學校關顧文化之範例和促成因素，給教育工作者、政策制定者和師資培訓者帶來啟迪。
Background: To tie in with the education reform and cope with needs of students' growth, all primary schools in Hong Kong has implemented the Comprehensive Student Guidance System since 2002. The system covers four domains of services. This study looked into cultivating school caring culture which belongs to the domain of "policy and organization" and investigated how staff of primary schools in Hong Kong cultivates school caring culture.
Purpose: To investigate good practices of cultivating caring culture in schools and factors causing the success.
Sample: Three focus groups and student guidance teachers of four sampled schools.
Method: Analysis of responses collected in semi-structured interviews of focus groups and sampled schools.
Results: Participating student guidance teachers mentioned many good practices of cultivating caring culture and three factors causing the success, including leadership and acting as role models by principals, encouragement and strengthening of the culture by teaching teams, and participation by all teachers and students of the schools.
Conclusion: This study brought up good practices of cultivating school caring culture and factors for success thus has significant implications for school practitioners, policy makers and teacher educators.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

In order to build a knowledge‐based society and meet the needs of lifelong education, open learning opportunities are growing at exponential rates. While such growth is commendable, there appears to be a very strong demand for distance guidance services in open education programme selection. The purpose of this study was to develop the online self‐directed inventory, the Academic Programme Preference Instrument (APPI), for the lifelong learners in Hong Kong. The methods of questionnaire survey and standardized psychological measurement were employed. In this study, 2775 respondents were surveyed in order to identify and verify the inventory, using a multistage stratified cluster sampling technique. The inventory consists of 112 items under nine personal attribute types, namely: organizational; mechanical; scientific; sociological; mathematical; literary; musical; aesthetic; and social service. Eighty‐nine distance and continuing education professionals were invited to help to determine the most important personal attributes that a learner should possess in order to meet the minimum entry requirements of each of the 73 education programme categories that account for over 800 open education programmes in Hong Kong. The online APPI, in English and Chinese versions, has been linked to the homepage of the Hok Yau Club in Hong Kong for the public to use freely. As Hong Kong aims to foster lifelong learning in a knowledge‐based society, it is expected that the APPI can help lifelong learners to make wise open education programme selection and to enhance learners’ success in pursuing continuing education.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02601370600990952]