2001年，香港課程發展議會發表《學會學習：課程發展路向》，開啟全面和影響深遠的課程改革。2014年，課程發展議會、香港考試及評核局、教育局檢視學會學習的實施後，發表《基礎教育課程指引─聚焦•深化•持續（小一至小六）》，以更新課程指引；新指引除回顧過去14年之實施成果外，亦補充舊課程指引之不足。本研究為回應教育局之小學課程指引，分為兩部分︰一、檢視課程改革的成效；二、分析課程改革受局限之根本問題。簡言之，香港課程改革歷經十多年，獲得一定成效，但仍存在不少的隱憂。從課程改革進展報告、質素保證視學報告、學校周年報告和國際研究報告，皆顯示課程改革取得不錯的成果。然而，學生雖在國際評量中表現優異，但承受著極大的學習和考試壓力；教師雖在課程改革和教學實踐中努力不懈、表現卓越，但仍面對沉重的工作壓力。香港課程改革要持續、有效地實施，亟需加強利害關係者之能量建構。In 2001, Hong Kong started a comprehensive and massive impacted curriculum reform through introducing the Learning to Learn. In 2014, Curriculum Development Council, Hong Kong Examinations and Assessment Authority, and Education Bureau introduced the Basic Education Curriculum Guide: To Sustain, Deepen and Focus on Learning to Learn (Primary 1-6) to review the progress and achievements since the Learning to Learn curriculum reform. The Basic Education Curriculum Guide emphases for the ongoing curriculum renewal and updating over the past 14 years. This paper aims to review and discuss the Basic Education Curriculum Guide in 2014. The article is divided into two parts. First, it examines the effectiveness of curriculum reform. Second, it highlights the fundamental problem of curriculum reform in Hong Kong. In precise, even though the curriculum reform is more remarkable in Hong Kong over the last decade, it still challenged with a lot of impacts. The curriculum reform progress report, the quality assurance inspection report, annual school report and the international research report all show that the achievements of curriculum reform have been observed. However, students are pressed by course workload and examination pressure even their performance has been impressive in international assessments. Teachers always work hard in curriculum reform and teaching practice with exhibited outstanding performance. Nevertheless, the reform has led the intensification of teachers’ workload. Sustained and effective implementation of curriculum reform in Hong Kong depend on capacity building of difference stakeholders

Recent years have witnessed changes in the curricula used in Hong Kong international schools. Primary schools of the English Schools Foundation (ESF) and several in the private sector were previously using the National Curriculum of England and Wales (NC). The curriculum, however, was replaced with the International Baccalaureate's (IB) Primary Years Programme (PYP) in all ESF primary schools and in the international school discussed in this chapter. First-hand experiences as a primary classroom teacher during and after the transition phase with regard to the implementation of the PYP shall be discussed. Parents in terms of their initial concerns regarding lack of assessment and students in terms of adapting to changes in teaching style and the choices they had in personal learning approaches will also be discussed. Copyright © 2017 Springer Nature Singapore Pte Ltd.

香港高校自2012年起推行四年新學制以及新的課程架構，其特點為：(1)課程理念與目標已經超出傳統學術與智性發展範疇，開始融入與共通能力、態度有關的元素。(2)課程架構以必修課與分佈選修結合為主要特徵。分佈選修的範疇圍繞人文與藝術、社會與文化、科學與技術三大知識領域展開，必修科目的內容存在明顯差異，有的大學圍繞智性探究，有的大學還在智性探究範疇之外增加語言溝通、共通技能、統整融合的元素。(3)課程內容超越知識探究，關注當代社會重要議題以及未來生活需具備的能力與素質。(4)課程發展採取成果為本方法。(5)建立完善的質素保證機制，對通識課程進行定期檢討，從不同管道搜集持份者意見，對通識課程、教學做出持續改進。A new academic system and new curriculum has been implemented in Hong Kong higher education since 2012. This paper reviews the factors that affect the change of general education in Hong Kong and outlines the characteristics of general education(GE)in Hong Kong since2012. Five characteristics can be identified: 1)The purposes and objectives of GE curriculum has gone beyond the domain of academic study and intellectual inquiry and infused generic skills and attitudes into the new curriculum; 2)Most higher education institutions have adopted a structure of core curriculum and distributive requirement; 3)The themes of curriculum address important issues in the current era; 4)Outcome-based approach has been adopted in the curriculum development across the institutions; 5)Quality assurance scheme has been established to monitor the implementation and quality of overall teaching and learning with general education included as one component. Copyright © 2018 武漢理工大學；中國交通教育研究會高教研究分會；高教研究分會.

This paper aims to contribute to the theorisation of effective teacher development (TD) provision in a reform context. Based on a literature review, the paper identifies key reform features, i.e., ambiguity and conflict generation, that shape teachers' engagement with pedagogic reforms and suggests a framework for designing TD programmes that address reform-specific needs. It then explores the utility of this heuristic framework through an in-depth case study of implementation of, and perceptions about, eight reforms in two schools in Hong Kong. The case study confirmed that customising the TD provision to perceived reform characteristics could contribute to teachers' positive perceptions of and experience with reforms. Copyright © 2018 Elsevier Ltd. All rights reserved.

With the arrival of the new millennium, school leadership in Hong Kong is at a crossroads. School leaders are called upon to be more professional, more accountable and more active than ever before. Public pressure for better quality schools, and policy moves toward School-Based Management place new and increasing demands on school principals and other educational leaders. Knowledge and information are more available and transferable than at any time in history. Such an environment challenges school leaders to constantly search for ways to develop their skills, knowledge and thoughts. In line with this challenge, a group of professional educators met in May 1999 to reflect on and to analyze school leadership practices in Hong Kong. The group's brief was to consider school leadership specifically within the Hong Kong context and to identify and describe the key functions of the principal's role in Hong Kong schools. The outcome of their deliberations is the present document; a multi-level and multi-dimensional profile of contemporary school leadership practices in Hong Kong. The profile is not presented as a definitive description of school leadership in Hong Kong, nor do we expect everyone to embrace it as a professional tool. Rather, we hope that principals will use the profile as a resource when considering their key roles in school - and that through reading and reflecting upon the profile they will think more deeply about their own and others' roles in furthering the quality of education offered to Hong Kong students.
[Copyrigt© 2000 by Hong Kong Centre for the Development of Educational Leadership, The Chinese University of Hong Kong]

With restructuring characterising many school systems throughout the world, and major change leaving few schools untouched, school leaders are facing major challenges. This study focuses on a group of Hong Kong principals who conceptualise some of their challenges as dilemmas. The paper draws on previous literature to highlight the importance of articulating principals' perceptions of dilemmas in their daily lives, and identifies typologies and categories of dilemmas. It notes that dilemma research to date is grounded in Western examples and cultural settings, and that dilemmas faced by principals in non-Western settings have been ignored. Analysing dilemma situations recounted by Hong Kong principals, we identify the sources, coping mechanisms and outcomes of their dilemmas and examine the relationships between these phenomena. Among our findings are that dilemmas are multifaceted and irresolvable situations, and that principals tend to rely on a narrow range of deeply embedded Chinese cultural values as coping strategies. Copyright © 2000 Australian Council for Educational Research (ACER).

This study captures the thoughts and perceptions of a group of Hong Kong principals on the transfer of sovereignty and its effects on education. The investigation addressed the following guiding research question: What, according to their perceptions, have been, and will be, the effects on education policy and on school-level management and curriculum, of the transfer of sovereignty? A qualitative approach was adopted, using naturalistic methods of inquiry. Nine principals of aided secondary schools were selected for interview according to procedures of purposive sampling. Findings indicate that, faced with uncertainty arising from the change of sovereignty, principals feel confident of managing and coping with situations at the school level in connection with curriculum and management. However, they express concern and greater uncertainty about their ability to manage changes emanating in the broader socio-political educational environment, especially in regard to values and norms and access and opportunity, all of which are likely to impact on their schools. Copyright © 1997 Carfax Publishing Ltd.

On 1 July 1997, after 150 years of British colonial rule, Hong Kong returned to its mother country, the People's Republic of China (PRC). Anticipation of reunification spawned speculation about the possibilities, prospects and problems for the political, economic and social life of Hong Kong after 1997. This paper argues that the unpredictability and uncertainty which have characterized the educational policy environment in Hong Kong for many years were compounded by the imminence of the change of sovereignty. It is suggested that examination of the policy process in the contemporary Hong Kong context can best be understood by examining both macro‐ and micro‐policy perspectives, and the interrelationships between them. Two guiding questions related to the influence of sovereignty change on education are addressed. The first question asks how system‐level policies are being interpreted in schools. The second question asks whether, how and to what extent change of sovereignty has politicized the policy process, particularly at the school level. The paper has three parts: the first provides a socio‐politico‐economic context to Hong Kong's handover; the second describes important educational policies shaping the system during the period of transition; and the third discusses school‐level responses and reactions to the policies within the context of a politicized environment. Copyright © 1998 Taylor & Francis Ltd.

This paper builds on Whitchurch's notion of the "blended professional" which aims to examine how mixed professional activity affects professional administrators and managers' identity disposition in universities in Hong Kong. In response to complex missions and demands of contemporary higher education globally, diverse projected-oriented professional managers have emerged in universities and are dedicated to a wide range of short- and long-term funded projects. Certainly, Hong Kong is no exception. The distinction between academic and non-academic staff has become less prominent for these managers who work across and between university functions. Yet, amongst discussions, Hong Kong--even in Asian Country--has received scant attention. By drawing empirical data from three professional managers currently working in a Hong Kong university' research and development centres, this qualitative paper investigates through Whitchurch's framework, how professional activities affect their identity disposition at their workplaces in Hong Kong context.
[Copyright of Educational Research and Reviews is the property of Academic Journals.]