Background: The Education Commission (EC) of Hong Kong, the advisory body set up by the government on the overall development of education in Hong Kong, began developing a policy of education reform in 1998 and published its blueprint in 2000. In 2006, the EC published its fourth official report on the progress of the reform -- Progress Report on the Education Reform (4).
Discussion Focus:The policy document developed in 2000 contains a paragraph that summarises the 14,000 public submissions received by the EC at that time. The EC has adopted this summary as its reform priority. It contains four sociopsychological elements -- joy in learning, effectiveness of communication, creativity, and sense of commitment -- and points out that education for lifelong learning should emphasise more on the inner qualities of a person than personal skills. The policy also recognises for the first time that human knowledge is constructed.
This paper analyses the texts of the 2006 progress report and the 2000 policy document and discovered that the progress reported has essentially neglected the priority stated in the policy.
In parallel with the textual analysis, the paper explores the meanings of the four socio - psychological elements from the perspective of personal inner qualities.
Suggestions: The paper is a reminder that the priority stated in the policy is what the public want and what the EC has promised to act on. It would be undemocratic and negligent for the EC to bypass it quietly. The paper suggests that the deep meanings of the four socio-psychological elements should be explored, to be followed by modification of the strategies of the reform so as to fulfil what the public want. The paper also suggests supplementary empirical studies involving educational professionals to validate the results.
背景：教育統籌委員會（教統會）是政府成立的咨詢團體，以提供教育整體發展的意見。它從1998年開始制訂教育改革的政策，並於2000年公佈了藍圖。2006年，教統會公佈了教育改革進展的第四份正式報告。
討論焦點：2000年的政策文件中有一段，總結了教統會當時從公眾所收到的14,000

Concerning the issue of taking up new roles for principals in School-based Management (SBM) in Hong Kong, I used a comparative approach in document analysis in the study. Countries chosen for comparison were Australia (Victoria), England & Wales, Singapore, and Hong Kong. They were comparable because they have similar configuration of education systems and they had SBM. Based on the discussion of G. M. Crow about the role conception that determines the enactment of a social role this dissertation adopted his framework for understanding role change. Here it argued that before taking up a new role there is a new context for the role occupant for his (her) new perception of the role he (she) has to consider assuming. Thus new contexts of different countries created by the implementation of SBM at the school level are compared through the framework of role conception content as which is under the influences of the interaction of policy elements of SBM, the profession of principalship, and the organizational factors.
From the comparison the new context of SBM in Hong Kong secondary schools for veteran principals could be projected for it is similar to other places although she has her uniqueness. Based on the comparison the four-facet of principalship (strategic leadership, organizational leadership, instructional leadership, and the culture ethics and law leadership) advocated by the policy in Hong Kong for role change was evaluated. It was concluded that it would not be optimistic about taking up these dimensions of new role for the veteran principals due to the new context created by SBM, except the organizational leadership, which might be enhanced. Any success of the new four-facet role taking is circumstantial, not directly related to the implementation of SBM.

背景：2000年，香港課程發展議會發表《學會學習‧學習領域‧中國語文教育〈諮詢文件〉》。提出2002年後在中學階段實施加強文學元素的新修訂中國語文課程，同時，為了加強學習內容的聯繫，高中階段也可以開設綜合的中國語文課程，其中包括現在中國語文、中國文學、中國語文及文化和普通話各科的學習；或為對文學有濃厚興趣的學生開設選修的中國文學增潤課程，以發展學生多方面的學習興趣與專門能力。因此，還須重新審視科目分合，考慮在高中階段是否仍然保留中國文學科作為選修科。
In the year 2000, the Hong Kong Curriculum Development Council published a consultation document "Learning to Learn: the Way Forward in Curriculum Development" on the Key Learning Area (KLA) of the Chinese Language Education. It was suggested strengthening the literature elements in the above KLA, and advised that an integrated Chinese Language curriculum to be offered in the senior secondary education. The new curriculum framework includes Chinese Language, Chinese Literature, Chinese Language and Culture and Putonghua, which currently are separated subjects in school curriculum. In addition, it was suggested that enrichment programmes on Chinese Literature to be provided to meet the learning needs of students who have keen interest in this area. In view of the above proposals in the consultation document, the issue of whether offering Chinese Literature as an elective subject in the current senior secondary school curriculum needs to be carefully considered.
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