This is an abridged report on an exploratory research project on the suitability of Andragogy and Action Learning approaches to management education for local adult learners. Adult learners of the Open University of Hong Kong (OUHK) taking hig her-lever courses in business and management were invited as respondents. The objectives were to find out respondents' predominant learning styles, learning preferences, motivation of study and possible influence of local Chinese culture which might have impact on the suitability of the two approaches and management education. The research findings revealed that the predominant learning styles and learning preferences were mainly the Reflector style and Reflective activities, compatible with the general expectation and stereotype of local Chinese learners as discussed elsewhere in various literature, local and overseas. It appeared that Chinese culture would have some impact on the learning styles of local learners. However, the preliminary attempt to est ablish a closer link/relationship between the local Chinese culture and the learning styles by using Hofstede's cultural framework and Honey and Mumford's learning styles typology was inconclusive. The study nevertheless did reveal that the Andragogy and Action Learning approaches were not very much in favour as most features of these approaches did not quite match the predominant learning style, predominant learning preferences or the most important motivation of study of the respondents.
本研究利用問卷調查《運用成人學習方式》及《行動學習法於管理 教育》對本地成人學生的恰當性。目的是探討調查對象的主要學習風格，學習偏好， 學習動機及本地中國文化對該兩種學習法運用於管理教育方面的可能影響。 調查顯示學生的主要學習風格及喜好是沉思型及思考類型的學習方／活動，與一般 海內外公認的華人學習形式（Chinese learning stereotypes）相同。似乎支持中國 文化對學習風格及喜好有一定影響的論點。調查嘗試以Honey & Mumford的學習風格 類別（Learning style typology）及Hofstede的文化指標（cultural framework） 進一步探討中國文化與學習風格的關係， 但沒有肯定結論。無論如何，調查結果顯示《成人學習》及《行動學習法》兩種 學習方式，整體來說並不符合學生的主要學習風格，喜好甚至動機。如果上述調查 結果可以一般化，則《成人學習》及《行動學習法》兩種學習方式，對本港成人學 生來說，學習效果（effectiveness）並不高；但從管理教育方面考慮，上述兩種 方法仍有可取之處（usefulness）

本研究調查教師對現行中學中國文學科課程的看法和意見，作為未來課程發展的參考。研究結果，教師對現行課程內容和整體印象態度正面，對任教本科的能力和興趣有信心，對學生的看法亦態度積極，並且能在應試教育和文學教學之間取得平衡；他們希望教育當局從考試制度上去配合，發展文學教育，減輕學生考試的壓力，培養學生欣賞文學的能力。
This study investigated the teachers' views and comments on the Chinese Literature course syllabus in secondary schools for the reference of future curriculum development. It was found that the teachers were positive to the present syllabus contents and overall impression. They were confident of their abilities and interests to teach the course, and of the students' attitudes towards it. They found a certain balance between assessment and literature education. However, it was hoped that the EMB could further fine tune the assessment instruments to alleviate students' examination pressure and raise their ability in literary appreciation.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

背景：政府建議通識科列為必修，發表了課程及評估架構建議，引起很大的爭議。然而，通識科仍歷經三次諮詢定稿。
討論焦點：從政策層面和學校層面的角度，分析通識教育科課程的適切程度。
論點：從該科的基本理念來看，通識教育科適應全球和本地發展的趨勢、切合本土教育發展、引入社會議題、聯繫不同學科的知識，以及引入較新的學與教策略。然而，其原有通識科的銜接、知識基礎的問題、課程組織的問題、考試的文化、教與學的轉變和教師的專業培訓等方面，則仍與學校層面的脈絡格格不入。
總結：不同層面的持分者有自己的關注。通識教育科的設計者，必須掌握學校層面教師的關注和實施，否則該科的理念仍無法實現。
Background: The government proposed Liberal Studies as a core subject and issued the curriculum and assessment guide, which aroused controversial debate. Nevertheless, the subject was finalized after three consultative stages.
Focus of discussion: This paper attempts to analyze, from perspectives at societal and school levels, the appropriateness of Liberal Studies curriculum.
Arguments: This paper argues that the basic rationales of this subject suit the global and local development trends, local educational development, emphasis of social issues, trends in associating knowledge from various disciplines and using new strategies of teaching and learning. However, this subject is incongruent with school level context, as it is not in line with the original Liberal Studies, knowledge-base, curriculum organization, examination culture, teaching and learning traditions and teacher professional development in Hong Kong.
Conclusion: Stakeholders in different levels have different concerns. The curriculum designers need to learn the concern and implementation of teachers in school level. Or, the ideas in this subject could not be implemented.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

本文目的是探討本港中小學科學課程在現階段和朝向廿一世紀的發展。世界科學教育的主要潮流是甚麼？是否有普世性的新方向？若有的話，香港能否作出相應的配合呢？
香港現時經已開展數項科學課程的革新。小學方面：於1996年實施了嶄新的常識科課程，它把社會、科學、健教三科綜合為一，而在科學部份則強調「科學、技術與社會」的關係和有關環境的課題。中學方面：新的初中綜合科學課程將於公元二千年實施，強調科學的探討，藉以發展學生在科學探究技巧上的能力，亦有考慮到小學與中學科學課程的銜接；高中科學課程在日後修訂時，探討性課題(包括科技對社會及環境的影響並科學探究技巧)亦將會成為重點。另一重點乃是資訊科技發展，現時香港政府正全力向中小學推廣。
This paper intends to look at what is happening and what will happen in the Hong Kong primary and secondary science curricula from now to the years beyond 2000. What are the major trends in the world about science education? Are there any new global directions? If yes, is Hong Kong ready for the change?
There are several innovative curriculum projects being initiated in Hong Kong. In primary education, a new General Studies (GS) curriculum has been implemented in 1996, emphasizing on the integration of 3 primary subjects: Science, Social Studies and Health Education. In the science component of GS, more emphases have been placed on the inter-relationship between STS as well as issues concerning our environment. In secondary education, a new Integrated Science syllabus has been developed recently for implementation in the year 2000, placing strong emphasis on science investigative work which develops students' proficiencies in science process skills, and paying due respect to vertical integration between GS and IS. In other science subjects at higher levels, investigative work involving process skills and studies on the impact of Science and technology on society and environment constitute significant elements in the future revised curricula. Another hot topic is Information Technology Education, currently the Hong Kong Government is in full swing to promote it to secondary and primary schools.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]