In 1997, the Education Department issued the Sex Education Guidelines for schools, originally with the aim to promote comprehensive sex education. Unfortunately, the Education Department did not, in practice, implement the guidelines. Two years on, sex education in schools is virtually at a stand still. This article analyzes why and the role of the Education Department in the promotion of sex education. In the millenium, there ought to be indepth sex education, which is more interactive and with a gender perspective, what this article call Gender Equality Education.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

運動對青少年成長有深遠的影響，香港地小人多，發展體育教育有一定困難，不過我們總需要有一個開始。筆者相信體育課程是教育下一代保持身心健康的重要資源。希望透過體育課程改革，我們可達致以下三大期望：1.體育科改革定要以學生為本，除使學生有健康的身體，也應令他們有良好的體能及肌肉協調。這樣，他們才有精神、體力自主學習，擁有積極的人生觀和正確的生活模式；2.新課程要著重透過運動培育學生的合群性及與他人合作的能力，使學生透過了解、參與、觀看體育運動，學會欣賞體育美態、體育精神、體育道德；及3.培養學生對終生運動的興趣及能力，建立學生正確的態度，經歷愉快的、多姿多彩的運動過程，從中養成持續體育運動的習慣、態度及觀念。
Physical Education plays an important role in helping the young generation maintain an active lifestyle and good health. In a densely populated city like Hong Kong, sports development and Physical Education programmes can hardly be developed without the support of schools. We believe the Physical Education Curriculum needs to be reformed to achieve the following aims: 1. Develop an active lifestyle and acquire good health, physical fitness and bodily co-ordination; 2. Promote the qualities of desirable moral behavior, cooperation in communal life, ability to make decisions, and foster an appreciation of aesthetic movement; 3. Develop motor skills and acquire the necessary knowledge and understanding in physical and sport activities for nurturing positive values and attitudes towards an active and healthy lifestyle.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

香港青年協會自1996年起引入由美國工業設計教授米爾萊克盧斯教授發起的「創意思維活動」，並於次年開始派出得勝隊伍前往美國參加世界賽，而且屢獲佳績。作為青少年創意教育的先驅，「創意思維活動」的目的，是透過積極參與的團隊比賽，培養參加者的擴散性思維，以及綜合應用科學、人文和藝術的知識和技能。積極加強青年的創造力，是提升整體社會競爭力的重要一環，也是近年香港致力推動創意教育的目標，而這亦正正與「創意思維活動」的精神不謀而合。
The Odyssey of the Mind Programme (OMP), created by Dr. Samuel Micklus in the United States, was introduced to Hong Kong in 1996 by The Hong Kong Federation of Youth Groups. The local championship teams representing Hong Kong have shown a marked improvement over the past few years in the World Finals held in the United States. As a pioneer in creativity education for young people, OMP aims at developing divergent thinking, the integration of skills and knowledge of science, the humanities and the arts through teamwork. Hoping to nurture creativity among young people and to improve our general competitiveness, Hong Kong has put much effort into the promotion of creativity education in recent years, a goal also shared by OMP.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

體育旨在幫助青少年建立活躍和健康的生活方式，有關如何激發運動興趣、培養體育學習內部動機顯然十分重要。本研究調查了香港20間學校共1200名中二、中四及中六學生，通過結構公式模型分析，確定「鼓勵合作」能有效提升學生的「能力感」、「自主感」和「關係感」，並進而加強其體育學習「內部動機」。
Physical education (PE) seeks to help adolescents develop an active and healthy lifestyle in which cultivation of an intrinsic interest in sport and PE learning is important. This study investigated 1200 Secondary 2, Secondary 4, and Secondary 6 students from 20 schools in Hong Kong. Structural equation modeling analysis revealed that a "cooperative learning climate" promoted perceived "competence", "autonomy", and "relatedness" that in turn enhanced "intrinsic motivation" in secondary school PE.

香港的性教育推行了多年，今天似乎仍裹足不前。本文旨在對現今的性教育作一些再思，並提出需要考慮的元素，令性教育能真正配合青少年的需要。文中提出，性教育工作者應接受青少年為性的個體，了解性教育不能抽離青少年的生活，更要建立一個友善的談性空間；而性教育應處於不斷發展的狀態，以更緊扣青少年的需要。同時，性教育亦需考慮朋輩、家庭及學校的參予和配合。
After many years of promotion, the outcome of sex education is still unsatisfactory. Rethinking the situation, this article proposes some elements that should be put under consideration for sex education that can best fulfill the needs of youth. Educators in sexuality need to accept adolescent sexuality and to see adolescents as "sexual beings" in order to understand that sex education is closely related to the daily life of youth, and to provide a friendly environment for talking about their developing sexuality. Sex education should involve the participation of peers, parents and schools.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

明白了青少年的成長和發展，令我們更加容易了解青少年健康問題多源自其本身的行為。保持青少年健康不能只靠灌輸健康知識，要為青少年制定健康的模式，健康教育也要融入健康的行為。這是要從社會、客觀環境和心理的層面出發，並從基層、第二和第三層推行。基層醫療預防工作可利用健康促進學校的模式推行。而第二及第三層的防預性策略，我們需要構想具創意的策略，由此需要在一個適合青少年的環境下，制定以青少年為目標，以問題為源，及注重其效果的、全面性的和綜合多專業的協調方案。這些策略必須要倚重實據來檢討其成效。
Understanding adolescent growth and development allows us to appreciate why they behave or act in a particular manner. Unhealthy behaviors and actions taken by adolescents would directly hamper their health status. Health education should incorporate elements that cultivate healthy behavior. These elements may be found in social, environmental and psychological arenas and are equally applicable at the primary, secondary and tertiary prevention levels. The concept of Health Promoting Schools could be adopted for primary health prevention. For secondary and tertiary prevention, these would require the adoption of a problem orientated, solution focused, holistic and collaborative approach for a targeted audience in an adolescent sensitive environment. The outcome evaluation for these strategies should be evidence-based.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

本研究採用了香港特別行政區教育統籌局提供的「情意及社會交表評估套件」（ssessment Program for Affective and Social Outcomes）（EMB, 2001）的五份問卷，對152名8-12歲的小學生進行了評估，以了解學生在融合政策下，在情意（affective）和社會發展（social）兩方面的情況。當中有16名融合生是我們特意選出的研究對象，他們各人有不同程度的學習障礙問題。融合生組別（N=16）與正常學童組別（N=136）的差異以一系列的「單因子變異數分析」（one-way ANOVA test）檢測。檢測結果跟老師對學生問卷調查結果的質性回饋，和學校辦學理念概監文件作一全面性檢討。是次研究結果揭示融合生和一般正常學生在社交及學業的自我概念方面在統計學上有顯著性差異，「正面歧視」的概念解釋了教師和學生間的隔膜。我們因此建議學校改進教育環境，幫助融合教育下的學生。
A study was conducted on the affective and social domains of 152 elementary school students aged 8-11 in a school in Hong Kong. Five questionnaires from the Assessment Program for Affective and Social Outcomes (APASO) (EMB, 2001) were used to measure the students' attitude to schoo, self-concept, attitude to learning, interpersional competence, and problem -solving strategies. Sixteen inclusive students who had different learning difficulties and were involved in the government remedial teaching scheme under the inclusion policy were extracted for close examination. The differences between normal (N=136) and inclusive (N=16) students were examined by a series of one-way ANOVA tests. The outcome was triangulated with teachers' perspectives through a teacher conference and school profile reports. The two groups showed significant differences in their social and academic self-concepts, which was explained by a "positive discrimination" perspective that suggested a gap between what the students perceived and what the teachers thought. Recommendations are made on how schools can promote and inclusive environment to best serve students under inclusive educaiton.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

香港自1979年實施九年的免費、強迫教育以來，學校教育革新不斷。從精英教育走向、普及教育，學校服務的對象和性質跟以往的大不相同。過往的精英化和優選性的學生生活模式必須有根本性的改變，方能切合青少年的需要和時代的需求。此文嘗試從青少年學生對學校生活的反思和社會對教育的實際期望，探討學生的求學生活和他們的學校生活與學校教育革新的關係。研究發現學生、家長、老師及學校對學生生活和教育革新的觀感，有別於教育改革的目標和精神；在學校施行的層面上，影響青少年的學習生活和革新的落實和貫徹。
Since adopting the free and compulsory education for all young people in 1979, Hong Kong has been implemented many school educational innovations. School life is based on elitism and streaming has to be changed to keep in line with innovational changes in mass education. This paper investigates, the perspective of young people, schooling and its relationship with innovational changes. It suggests that alienation of students and pragmatism in education, which are not comparable with innovational goals and spirit make youth study and school reform problematic.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

本文披露作者最近在學院完成的一項調查結果，反映及分析畢業生認為可以幫助找到工作的成功因素、挑選工作時所考慮的重要因素及對就業前景及未來薪酬的展望，結果發現不同性別及就讀不同課程的學生，在觀點上有明顯分歧，所得的數據，希望為學院在推行就業輔導工作及對課程重點掌握上，提供一些啟示。作者認為畢業生對未來工作的實際情況欠缺了解，因此，應在培訓課程中加入實際在職體驗部分，安排學生在本地及內地企業實習，在課程內加入有關內地企業體制的知識，以貫徹終身教育理念。
As our economy is moving towards a knowledge-based post-industrial era, graduates need to re-equip themselves to meet with rapidly changing expectations of employers and society. A study was launched to gain insight into the expectations and aspirations of graduating class students on their prospective jobs. Findings reveal concern with issues such as securing a job, preference for potential jobs, while salary and job prospects were also analyzed. As China is a member of the WTO, Hong Kong students need to widen their exposure and enhance their practical work experiences through workplace education and placement in both local and Mainland companies. In addition, vocational education institutions also need to provide to students a seamless learning experience and enhance their lifelong learning abilities.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

社會的急劇變化以及香港特別行政區的成立令高質素的人力資源需求激增。大學作為提供高等教育的主要基地，肩負著滿足二十一世紀社會需求的重要任務。可惜，隨著高等教育機會不斷增加，近年來大學畢業生的水平卻頻頻受到質疑。本文研究產生這些批評的原因並介紹一個名為「才能拓展計劃」的全面的領袖培訓計劃。這個簡稱「才展」的計劃是香港大學多個培訓優秀大學生迎接二千紀元新挑戰的項目之一。本文簡介「才展」的目的與建構並且總結一些經驗，擺出一些事實，並嘗試作一個尚未成熟的評價。
The rapid changes taking place in the society and the establishment of the Special Administrative Region have created huge demand in high quality human resources in Hong Kong. As major providers of higher education in Hong Kong, universities have the responsibilities to close the gap between the needs of the 21st century and the higher education. The standard of university graduates, however, has been severely criticised with the expansion of higher education. This article investigates the rationale behind such adverse comments and introduces a comprehensive leadership training programme named the Intensified Learning Opportunity Programme or ILOP in short. ILOP is one of the projects which the University of Hong Kong has devised to ensure that crops of outstanding graduates will be developed to meet the challenges of the new millennium. The vision and the construct of the programme as well as a pre-mature review and evaluation of the programme are also presented.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]