This paper reports the development of performance indicators for measuring primary and secondary students' affective and social outcomes of schooling. Psychometric properties as well as norms for the selected performance indicators for Hong Kong students were developed. The performance indicator system developed in this study has been subsequently used for school self‐evaluation and continuous self‐improvement in Hong Kong.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410500344266]

There is an increasing demand from the public and the field to improve the quality of early childhood education in Hong Kong. The Hong Kong Education Commission has recently released an "education blueprint for the 21st century", which presents a set of reform proposals for the education system in Hong Kong. In the document, early childhood education has been acknowledged as the foundation for life-long learning. A key reform proposal is to build a new culture for quality early childhood education through upgrading professional competence and enhancing quality assurance mechanisms. The present paper provides a general background of existing practices in the preschool years, highlights issues that require attention in order to improve quality, and outlines the reforms introduced by the Education Commission. The implications of these reforms and the associated challenges are then discussed in the areas of quality assurance, curriculum, professional development, parental involvement and financial assistance for the early childhood education sector.
[Copyright of Early Child Development and Care is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0300443022000022387 ]