In response to the needs for kindergarten principals to foster teachers' capacities and commitment, this study examined the relationships between professional learning communities, principal leadership practices, and teacher commitment to kindergartens among 2106 teachers from 153 Hong Kong kindergartens, analyzing by using multilevel structural equation modeling. The result showed that principal leadership practices facilitated the development of professional learning communities at school and teacher levels, and exerted a direct effect on teacher commitment at the teacher level. However, the mediating effects of different professional-learning-community components were found distinctive. Implications for leading kindergartens in the reform time are discussed. Copyright © 2021 The Author(s).

Hong Kong is moving towards a knowledge-based economy. In order to nurture and motivate a population to continuously achieve world-class success, Hong Kong‟s education system has been reformed extensively since 1997, with a balanced focus on academic and practical learning. Generic forms of learning outcomes are critical to allow students to demonstrate high flexibility and adaptability in response to ever-changing challenges in the future. By using two well-validated instruments which measure students‟ achievement of generic learning outcomes and their engagement in schools, the cultural literacy and student engagement scales, this study aims to assess the development of generic learning outcomes of Hong Kong senior secondary school students, the extent to which students are well-equipped with the skills to succeed in a knowledge-based economy. The results of a survey study of 1,715 students inferred that their performances were not up to standard and questioned in particular the success of the New Senior Secondary (NSS) school curriculum. A regression model further suggested that these generic learning outcomes could largely be explained by how schools plan and facilitate students‟ learning inside and outside the classroom. It is argued that the primary role of NSS schools should focus to provide students with meaningful and useful learning experiences so as to achieve the curriculum goal of fostering their generic learning. This paper will contribute to the discussion of how to better support the NSS curriculum reform in Hong Kong. Copyright © 2020 The Author(s). All Rights Reserved.

自2001年起，香港特別行政區政府推出一系列大型課程改革，至今已近二十年。現在正是適切時間檢討，以尋找未來的改革方向。校長和教師是重要的持份者，他們同時掌握具體的前線情況，因此了解他們對課程改革現狀及未來發展的看法非常重要。本研究採用聚焦訪談及問卷調查方法，收集了超過1,000名教師和校長的觀感及看法。研究發現，課程改革帶來了教學法、學校自評文化和觀課文化的改變，但未能全面達致改革的大部分目標。改革亦帶來了一系列問題，例如教師工作量增加和學習差異擴闊等。如要為將來尋找更好的發展方向和策略，教育當局必須進行更全面、更有系統及深入的研究，而本研究展示的數據和理據可作這全面檢討的起點。Copyright © 香港中文大學. 香港教育研究所.

In alignment with the New Academic Structure, the Hong Kong Diploma of Secondary Education Examination (HKDSE) was launched in 2012 to replace the former Hong Kong Certificate of Education Examination (HKCEE) as certification for completion of secondary education, and the Hong Kong Advanced Level Examination (HKALE) as the main credentials for university admission in Hong Kong. Standards-referenced reporting is adopted for the HKDSE with the objective of reporting candidates' results against a set of prescribed levels of achievement based on typical performances at those levels. Clearly defined standards facilitate learning and teaching as well as enable users of the qualification, including tertiary institutions and employers, to set appropriate entrance/job requirements. The standards are set and maintained by expert judgement supported by psychometric data to ensure fairness and consistency of standards across subjects and across cohorts. Systemic and implementation issues and their resolutions are discussed in the context of the education reform in Hong Kong. Copyright ©Routledge.

There currently is a very vibrant discussion about international trends in education. A ripple effect is influencing common new government initiatives in mainstream schools around the world. This paper suggests that whilst such initiatives have excellent government led policy support, special schools are open to absorb what they can. These initiatives are frequently ignored as special schools seek to cope with the special needs challenges. These new internationally recognised initiatives will require teachers to appreciate the need for a paradigm shift to change their prevailing pedagogical practices. Special school education must match these trends for they can offer exciting new understandings of student ability if the teachers can appreciate and apply the principles of individual self-determination rather than dealing with the shroud of disability. It is time for a paradigm shift in the pedagogy of special education. Copyright by Special Education Society of Hong Kong Limited. All Rights Reserved.