融合教育的理念在香港少有爭議，然而其實踐却引來業界以至整個社會的不安。而收納有特殊學習需要學童的主流學校數目亦有增無已，自1999年教育署正式啟動「融合教育計劃」後至去年止，已超過半數香港主流小學參加了「融合教育計劃」。這項標示人權、公平、與「反隔離」的教育倡導，漸成香港教育改革中的一項重要議程。然而，除了政府的正面報導外，不論在報章上、學術研討會上，或在學界的調查研究中，我們都可接收到各類有關持份者痛陳目前的融合教育政策與執行缺失的訊息。為數非少的家長、主流學校、及特殊學校都在這看似融合美境之中叫苦連連。本文從教育生態角度，剖析香港十年教改與融合教育措施的互動關係，分析主流學校與特殊學校的藍海策略，提出可借鏡某些國家承認雙重國籍的方案，提供融合生雙重學籍，以解構教育系統二分法造成的三輸局面。 The conceptual good will behind integrated education in Hong Kong attracts very little debate, while its implementation arouses unrest amongst the education sector and the community at large. Since the inception of integrated education by the Government in 1999, statistics last year indicated that there were more and more schools joining the programme and over half of the primary schools in Hong Kong have then joined the programme. This new trend, demonstrating the respect for human rights, equality and anti-segregation, is now becoming one of the key issues of concern within the education reform of Hong Kong. Except the favorable remarks made by the Government about the policy, there were heated debates in the education sector and the public concerning the negative impacts resulting from the implementation of integrated education within the media, academic conferences and researches. Parents, mainstream schools as well as special schools are all agonizing about the glossy picture painted for the policy. Using an ecological perspective to look at the implementation of integrated education in the past 10 years while focusing on the dynamics between the education reform issues and strategies for integrated education, the "Blue Ocean Strategy" can be adopted as a basic principle for mainstream and special schools to work successfully together. Similar to a country giving recognition to dual nationality, one of the strategies might be the adoption of a dual-registration system for students to register with both types of school for ensuring their successful survival within integrated education. The proposal can be a practical

Since the release of the official document on education reform, special schools in Hong Kong have been making efforts to develop their own school-based curriculum to echo the spirit of 'one curriculum for all' (Curriculum Development Council, 2001). However, there are several concerns when working towards this spirit: (1) it is difficult to help students with special educational needs (SEN) access the central curriculum due to the lack of guidance; (2) a common language has not been developed with agreed performance standards to describe students' attainment and learing progress; (3) and low expectations for students is common due to high emphasis on skills training oriented education and (4) a lack of direction in teaching and the understanding of the key learning areas. This article is, therefore, an attempt to (1) review the trends and related studies on 'accessing the central curriculum' from an international perspective; (2) discuss the concerns on assessment and curriculum development for improving access to the central curriculum for students with SEN in Hong Kong with respect to the "one curriculum for all' spirit; (3) describe a project (the SAME Project) in Hong Kong in this related topic and to highlight the accomplishment of the Phase 1 of the project. The implications to the field are also discussed. 自從教育改革文件發表以來，香港不少特殊學校都會致力發展校本課程去回應「同一課程」的精神。在過程中，遭遇不少問題，例如︰(1) 缺乏指引去協助有特殊教育需要學生學習中央課程；(2) 缺乏一個共通語言及共同同意的表現標準去描述學生的能力及學習進度；(3) 由於過份重視技能訓練引致對學生期望偏低的普遍現象；(4) 缺乏對主要學習領域的認識及教學方向。就上述情況，本文會 (1) 從國際視野檢視「接受同一課程」的趨勢及研究；(2) 就「同一課程」的精神討論如何評估及課程發展去改善香港特教學生接受中央課程的機會及 (3) 描述一個與此題目相關的計劃(「融通計劃」及介紹這計劃第一階段的成就。最後會討論此計劃對業界的含意。
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In 2000, the Education Commission launched a 10-year campaign that strived reform education by reconfiguring the academic system, including redesigning curriculum aims and assessment mechanism. Intense and frequent changes that resulted transformed the ecology of the education system. Local surveys indicated that most teachers suffered a high level of stress and many of them were nearly burnout. A combined inquiry was used to probe the external and internal influences that education reforms had upon teachers in schools for children with physical disabilities in Hong Kong. On the external influences, historical study and document analysis were employed. As to the internal influences, three methods were utilized. First, a four-section modified questionnaire was distributed to investigate these teachers' (n=92) stressors and gather data regarding their professional development. Second, 11 individual interviews were conducted in order to collect in-depth concerns from the representatives of novices, experienced and administrative teachers. Third, a focus group discussion with six experienced teachers was held to collect further data. Results of data analysis were discussed in order to provide recommendations to various stakeholders in supporting teachers along different stages of their career paths. 在2000年，教育統籌委員會啟動長達十年的教育改革，不但重新規劃香港學制，也重整課程目標及評估機制。自此，轉變密集而頻繁，改造了整個教育系統的生態，而本地多項調查顯示大部分教師承受着高度的工作壓力，有許多更近乎耗盡。本文採用綜合方法，深入調查教育改革對肢體傷殘學校教師所帶來的外在及內部影響。就其外在影響，作者運用歷史研究法及文件分析法調查；至於內部影響，則透過問卷調查、個別面談、焦點小組三種方法搜集資料。經過分析資料及討論觀點後，作者向教育官員、學校領導、特校教師提出建議，望後者在不同階段的教學生涯中獲得支援。
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核心素養已成為近些年來全球教育界關注的焦點，也引領著各地的教育改革。儘管在不同的地區，核心素養的內涵和特質有差異，但更多是呈現出共同之處。然而，如何有效地落實「素養導向的教育」卻仍未明確。本文分析了香港的教育改革經驗，綜合核心素養的相關理論和討論，探索香港在落實課程改革的發展脈絡，以期能對當前推行核心素養導向的教育改革提供參考和借鑑。In recent years, many places have adopted the concept of key competency as the basis of developing school curriculum. Researchers and academics are still debating the definition and nature of key competencies. Yet, they have come to some common understanding of what key competency is. However, it is not yet clear how to nurture students’ key competencies. This paper reports the experiences of Hong Kong in nurturing students’ key competencies. The experience of Hong Kong is reflected through analyzing the theories on key competence, and the implementation of curriculum and instruction reform since 2001. Copyright © 2017 高等教育文化事業有限公司.

The author, drawing upon evidence from researches carried out in Hong Kong, discusses the progress Hong Kong is making towards including children with difficulties and disabilities within the mainstream. He argues that top-down reforms have failed in Hong Kong and that it is time for the profession to actively engage in school development and school reform. The author argues that teachers need to engage in action research to improve both professional practice and the change process.
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This paper recognizes the pressures to teachers in the broader climate of educational reform, and asserts that rich opportunities of professional learning are situated in challenges and critical incidents. By drawing data from experienced teacher, this paper elucidates teachers' guilt and resolution with a framework for promoting a culture of personal growth and professional development. The paper concludes by highlighting the creative energy inside teachers who can team up as networks of learners. When sharing deeply the minds and the hearts, they can re-discover deep values in realities of everyday life in a journey of life-long learning together.
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Many education systems have implemented systemic reforms covering numerous new initiatives in nine trends since the turn of new century. After decades of implementation, it would be significant to know what impacts these reforms have made on key aspects of the education systems and what lessons can be learnt from them for future policy analysis, formulation and implementation locally and internationally. This article aims to provide a preliminary exploration of these issues with Hong Kong’s systemic education reforms. In Parsons’ construct of structural functionalism (Parsons, 1966), it is argued that a social system should serve four systemic functions such as adaptation, goal achievement, integration and pattern maintenance to survive and flourish in an environment of change and uncertainties. To explore the above issues, this article investigates what impacts of the reform have been made on the four functions of education system including “Has education been more effective?” (goal achievement), “Has the teaching workforce been better brought into work?” (adaptation), “Have stakeholders been more satisfied and united?” (integration), and “Have education policies been more legitimate and acceptable?” (pattern maintenance). It is hoped that such a preliminary observation with multiple sources of empirical data can provide an illustrative case to explore the possible issues and concerns of systemic education reforms initiated in the last two decades in different parts of the world and draw local and international implications for further development of new initiatives in education for the future. Copyright © 2018 Springer Science+Business Media B.V.

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.