In the 21st century, financial literacy is an important survival skill. Empowering school children to make sensible financial decision-making has become essential. A financial competency framework (FCF) describes a set of essential financial competence (FC) elements that inform people with the financial knowledge, skills, attitudes, behaviors, and motivations to implement and assess their personal financial literacy, which is a solid means for coordinating financial education (FE) in schools. However, in Hong Kong, FE in schools is scattered across some subjects and insufficiently embeds the relevant FC elements listed in its FCF. Hence, this study first conducted a literature review on the importance of FE in schools and the use of FCF in school FE, and took Hong Kong as an illustrative example for reviewing the use of its FCF in the school curricula through curriculum mapping and suggested ways for advancing FE in schools. It was found that most FC elements are relevantly well mapped with various learning themes or subjects especially for the Self and Society learning theme in kindergarten, General Studies in primary subject, and four secondary subjects, including Life and Society, Technology Education, Life Planning Education and Career Guidance, and Business, Accounting and Financial Studies. These FC elements can be further coordinated with a school implementation guide, teacher training plan, and assessment tools to advance the FE in Hong Kong. Copyright © 2022 The Chinese University of Hong Kong.

As a form of school-based management (SBM), the School Management Initiative (SMI) reform in Hong Kong provides a framework for more teacher participation in decision making. This exploratory study aimed to provide a preliminary investigation of the characteristics of participative decision making in schools after implementing the SMI scheme by using a 3-dimensional model and both quantitative and qualitative methods. There were two SMI schools, two principals, and 105 teachers involved in the study. The findings revealed a deprivation state in decision making regarding issues of managerial and technical domains at individual, group and school levels in the sampled schools, but teachers in general had shown a positive attitude towards the opportunities for more participation provided with the implementation of the SMI scheme. Also there were strong interactions between decision domains and levels of decision issues in predicting teacherparticipation discrepancies. The characteristics of participation patterns revealed are interesting and can provide useful information for facilitating implementation of the SMI scheme and teacher participation in decision making. The findings support the usefulness of the 3-dimensional model in studying the patterns of participation in a larger sample of SBM schools, if not all, in both local and international contexts.
[Copyright © 1997 The Chinese University of Hong Kong.]

比較千多位中中、英中學生的會考成績，探討他們與教學語言、家庭背景、老師質素和學生個人特點的關係。

分析教學與教師工作的分別，討論學生對教師人格的觀感，並探索教學與教師人格的關係。

比較香港中學會考物理、地理和經濟及公共事務科的評分標準。

探討校內評核方法，並研究改革公開考試之可能性。

探討香港自1913年 《教育法令》制定後，政府對學校由放任轉為管理及監察之演變過程和原因。

探討香港學生對市場學教育的態度，從而分析文化及環境因素對市場學課程設計的影響。樣本為160位市場學學生。

藉著比較加拿大和本港學校之行政組織，求證亞斯頓大學一些學者提出的理論。