探討教育上經濟資源與人口增長之關係，並分析教育發展的財政要求及社會需求。

分析香港經濟增長及財政資源的現況，並與世界各國在教育方面的投資作比較，以推算香港未來的教育發展。

This paper critically analyses how the Government of the Hong Kong Special Administration Region has tackled the issue of preschool quality over the past 30 years. Although early childhood education is not part of the publicly funded education system, there is almost universal preschool attendance among three to six year olds. The government regulates, monitors and evaluates early childhood services, and has taken numerous steps to improve the quality of early childhood provision. However, a paradox lurks within government policy. On one hand, the facility-focused and provider-focused regulatory standards for the operation of preschools have been faulted for being too lax; but, on the other hand, policies and incentives have clearly improved the quality of preschool education. These include measures to support the upgrading of serving kindergarten teachers and an emphasis on quality assurance. The implementation of enabling policies is essential to ensure that all children have access to high-quality early education and care.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03004430601078644]

In the process of examining the recent and, especially, post-Handover, contributions that the Hong Kong Education Commission (EC) has made to policy concerning Continuing Education (CE) in the Special Administrative Region, the authors of this article were drawn into discussion of three underlying issues. These include the issue of conceptual clarity with regard to 'continuing education' and the operational implications of the local adoption of the fashionable worldwide mantra of 'lifelong learning'. They necessarily become involved in the need to distinguish between policy rhetoric, often employed in the form of Confucian-like exhortation, and practical applications of specific recommendations. They consider the extent to which the new polices have been implemented. While their analysis of policy process is, in an important sense, Hong Kong specific, it raises questions of international interest and concern, and this is probably most clearly manifested in the case study they offer of different arguments and proposals about the funding of CE.
[Copyright of Studies in Continuing Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0158037032000131529]