為應對香港社會多元化且高質量的教育需求,香港政府於1991年設計並實施了"直接資助學校計劃"。"直資學校"在享受政府發放的經常性津貼的同時被允許收取學費,並享受較大的辦學自由權,用以向學生提供額外的支持服務。研究發現,這一政策在提升香港學校系統教育質量與效率的同時,可能導致社會階層差距擴大等教育不公平問題。政府未來採用教育財政手段、政府政策制度及政府輔助型服務等干預方式對現有的"直接資助學校計劃"進行改進和完善,在提升香港地區基礎教育的質量與效率的同時,確保教育公平。

中國香港是一個國際化大都市,在諸多領域都發展出具備自身特點的體系,在教育方面更是如此。中國香港地區的教育具有鮮明的東、西方文化融合的特征:既有重視知識體系架構、基礎知識學習及教師作用的東方傳統教育特點,又有強調學生自主探究、合作學習,培養其創新能力、尊重學生個性發展的西方教育特色。香港教育在各方面的獨到成功之處,值得研究與借鑒。對此,或許我們可以由香港地區獨特的教育術語出發,作一番探析。

繼介紹了香港教育的均衡教育後,本文主要介紹並討論香港教育中的最重要一環,即價值觀教育。以前,香港教育對此重視得不多,現在隨著教育的現代化與國際化,價值觀教育己被公認為是教育的一個核心部分,尤為重要。

繼介紹了香港教育的均衡教育後,本文主要介紹並討論香港教育中的最重要一環,即價值觀教育。以前,香港教育對此重視得不多,現在隨著教育的現代化與國際化,價值觀教育己被公認為是教育的一個核心部分,尤為重要。

港臺兩地的教改(教育改革)抱著革故鼎新的追求起步,教改的配置也幾近完美,然而結果卻是教改的主攻目標未能達成,甚至還派生出一系列新的棘手問題。兩地教改主攻目標落空的過程與事實,至少給我們留下了可資借鑒的四條教益:理想的教改目標往往知易行難,與本土文化"決裂"的教改難以成功,沒有不知疲倦的教師和無所不能的培訓,世上幾乎沒有有利無弊的教改舉措。

As social work is an international profession, it is necessary to establish the validity of assessment of the field practicum of students for the purpose of professional accreditation. This study calibrates an indigenous assessment tool, the Social Work Practicum Assessment (SWPA), developed in Hong Kong with a competency-based evaluation (CBE) tool popularized in North America, using data collected from 171 social work final-year undergraduates. The results demonstrate convergence between the SWPA and CBE when rated by field instructors and were greater when the student-assessed CBE was higher. Alternatively, the student-assessed CBE displayed greater convergence with the instructor-rated CBE when the indigenous assessment was higher. The positive results imply the generalizability of the assessments across places.
[Copyright of International Social Work is the property of Sage Publications Ltd.]

The landscape of tertiary education has significantly changed in recent years with increasing pressure on universities to "globalize" and expand their reach internationally. In this context, there are a range of pedagogical and cultural issues to consider when designing curriculum to address the needs of students taking courses in different geographical locations. In addition to ensuring equivalence and quality, developing context-specific learning resources is a critical part of international delivery. Providing flexibility and autonomy to meet specific geocultural teaching and learning needs is vital. Programs and courses benefit from collaboration and connectivity between students and staff in all locations to ensure meaningful global learning environments. This paper focuses on a case study from an Australian University and examines how curriculum and delivery modes can be adapted to address the changing needs of transnational education a global context. The case study involves the renewal of a core undergraduate art history and theory subject that is offered in art and design programs across three different locations (Melbourne, Hong Kong and Vietnam). A series of learning materials and assessment tasks were designed to maximize a blended learning environment comprising face-to-face workshops, lectures, and online components. The result is a technology-enabled, common curriculum framework designed to allow for content to be adapted for local delivery.
[Copyright of International Journal of Education & the Arts is the property of International Journal of Education & the Arts]

Despite numerous studies of the research-teaching nexus, applying research-informed teaching (RiT) to taught-postgraduate education has been largely overlooked. This knowledge gap is particularly significant in the maritime law discipline given the fast-growing business of international shipping and logistics. This paper aims to examine the impact of applying RiT in the taught-postgraduate education of maritime law. The research employed a multiple-method case study with the maritime law discipline at a university in Hong Kong where research-teaching linkages were introduced. The results indicate that the application of RiT had a positive impact on students' learning. Through the learning process, students' perceptions and attitudes were revealed to have changed towards favouring RiT, and were found not sensitive to their programmes and backgrounds. The findings assert that RiT should be promoted for taught-postgraduate education of maritime law and integrated into the learning programme systematically.
[Copyright of Innovations in Education and Teaching International is the property of Taylor & Francis Inc.]

Gifted students usually require much less time spent in practising and revising basic skills; instead, they benefit greatly from opportunities to work through the curriculum at a faster pace (acceleration). Teachers currently working with mixed-ability classes do not always find it easy to differentiate their teaching approach in this way, so there is a need to facilitate in-service professional development to provide teachers with practical strategies for implementing effective differentiation for gifted learners. In response, a project for primary school teachers was organized by a university in Hong Kong. The purposes of the project were (a) to "enhance the confidence of teachers" in planning and delivering differentiated lessons in specific key learning areas (KLAs) with particular reference to gifted students; (b) to "empower teachers with knowledge and strategies" necessary for designing and implementing a differentiated curriculum in KLA domains and (c) to establish a "professional development practice" that connects local academics with schools and teachers. The project was implemented by inviting curriculum leaders, panel chairpersons and subject teachers from primary schools to attend a 3-hour lecture and a 6-hour workshop in which differentiation practices were explored. The project was later evaluated based on feedback from participants and university consultants. Overall, the feedback was positive, but suggestions are provided here for enhancing future projects of a similar nature.
[Copyright of Gifted Education International is the property of SAGE Publications]

The quality of a teacher plays one of the most important roles in the achievement of an education system. Teacher training is a multi-dimensional process which comprises the selection of teacher candidates, pre-service training, appointment, in-service training and teaching practices. Therefore, this study focuses on teacher training processes in Singapore, Shanghai-China, Hong Kong-China and Turkey and aims to discover the reasons for success in Program for International Student Assessment (PISA) by relating it with teacher training processes. Singapore, Shanghai-China, Hong Kong-China were chosen to study because their educational systems were ranked among the high-performing educational systems in 2016. This study was a qualitative research and document analysis method was used to collect data about the relevant countries' teacher training processes. The result of the study suggested some practical considerations for teacher training programs in low-performing education systems about the selection of teacher candidates, pre-service training, appointment, in-service training and teaching practices.
[Copyright of Journal of Curriculum and Teaching is the property of Sciedu Press]