知識管理是近年教育界熱點話題之一,特別是當一所學校或機構進入新舊交替的時期,需要將校內的集體智慧、顯性及隱性知識、專業技能整合,並於一個互相信任的平台上進行分享,才能將知識承傳下去。筆者觀察的特殊學校,於 2009 年開始從教職發展的方向入手,利用行動研究進行知識分享,推行「一人一行動研究」,即是校方要求教師及專責人員,每年就著自己工作的困難, 進行行動研究。經過數年的發展,校內形成了彼此分享、彼此信任的文化,並且漸漸建立了學習社群的雛型。因此,本文嘗試探討和觀察,這所特殊學校如何在一定的「知識管理」基礎上,以「協同行動研究,建立學習社群」的計劃。Copyright by Special Education Society of Hong Kong Limited. All Rights Reserved.

The objective of this paper is to determine the extent to which adopting Nonaka's SECI knowledge-creation processes enhances strategic planning capacity in the context of Hong Kong school education.A quantitative questionnaire survey is conducted to examine the predictive effects of the knowledge-creation processes of the SECI model on strategic planning processes. Data is collected from 42 principals and 392 teachers from 42 schools. A multilevel structural equation model is applied to examine the predictive effects of the mechanism on strategic planning capacity. Results show that the combination process of the SECI knowledge-creation model predicts strategic planning capacity, while a collaborative culture enables the process of knowledge externalization and combination. In response to the international debate on culture and context-dependent issues in using Nonaka's SECI model for knowledge creation, this study reaffirms that the SECI model is largely dependent on Japanese collaborative culture. The study also brings theories of knowledge management into discussion of strategic management in the school context. To enhance school planning capacity, school leaders should cultivate a collaborative culture to support the alignment of different departments in the knowledge combination process to craft strategies for development planning. Copyright © 2020 The Author(s).

本文旨在討論特殊教育需要統籌主任在教師專業發展上可以發揮的角色。根據教育局的定義,統籌主任的職責在於協助學校管理層以全校參與模式推動融合教育,當中包括了系統層面的工作,如教師培訓等。教師認為當局提供的特教培訓不足,而即使進修了相關課程的老師,在學校的也未必能實踐新學到的知識。作者認為統籌主任有需要學習運用知識管理的工具,鼓勵教師在工作崗位上發掘新知識,並促動教師之間知識的流動,以彌補教師團隊在融合教育上所欠缺的知識。The article discusses a possible role the special educational needs coordinator can assume in the professional development of teachers. The Education Bureau defines the duties of the coordinator as assisting the school management in promoting the Whole School Approach to Integrated Education, including work at a system level such as teacher training. Teachers are of the view that the Bureau does not provide enough training in special educational needs. Even when teachers have completed relevant training, they may not be able to put what they have learned into practice. The author suggests that the coordinator should learn to use the tools in knowledge management to encourage other teachers to generate new knowledge and facilitate the flow of knowledge among them, thereby filling the gap of knowledge of the teachers in integrated knowledge.
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https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

"雲計算"甫自推出便被認定為︰面向所有普通用戶的計算系統。進入2010年，"雲計算"迅速普及，帶給社會的是訊息資源獲得的便利性及使用率的提高；而為支持者稱道的是其開放性和互動性。"雲計算"與"雲儲存"在工商界、在公共服務領域、在教育界的應用與探索備受多國關注，認為這是一項足以改變未來世界的重大科技發明。本文嘗從"雲計算"對特殊學習需要學童的學程經營的啟示，簡述一所特殊學校將生本學程經營平台轉移至"雲平台"上經營；讓教師、家長、及不同的專業工作者，透過即時、互動的網上協作活動，分享訊息並共參與建構生本的學與教流程。就這實踐經驗，筆者倡議為保障融合生在融入主流教育系統時的學習質素，可考慮為每一名特殊教育學習需要學生建立一個跨專業、跨家校、及跨教育系統的"融合雲"。 When 'Cloud Computing' was first introduced, it was regarded as a computing system for all users. Entering 2010,'Cloud Computing' was widely used and seen as an elevated tool of convenience and utilization to obtain information resources; while from the supporters' perspective, the benefit is the openness and interaction that it brings to the users. Many countries are attracted to both 'Cloud Computing' and 'Cloud Storage'. They thought that this technological innovation will bring huge changes in the future in the aspects of its application and discovery in both the industrial and commercial sectors, public services and education sector. This articles aims to summarize the transformation of traditional 'Student-based' learning platform into 'Cloud Platform' being inspired by 'Cloud Computing' that impacted on the learning process of students with special educational needs. And how the new platform enables teachers, parents and various professional workers to share information and participate in establishing the student-based flow of 'learning and teaching' as well as collaborative activities through instantaneous interactive web-based activities. The information sharing will bring about mutual participation and construction of teaching and learning activities. Based upon the practical experiences, the author suggests that in order to safeguard the quality of education services for integrated students in the mainstream education system, an 'Inclusive Cloud' comprising of interdisciplinary professionals, interactive home-school and educational systems should be constructed for every student with special educational needs.
[Copyright

Aims: This study examines the principles and practices in term of functional analysis for managing records at secondary schools in Hong Kong as recommended by the ISO9001 requirement. Set up by the Geneva-based International Organisation for Standardisation, the ISO9001 addresses the requirements that schools, or any other form of organisation intending to meet the standard, must fulfil. Schools in Hong Kong are required to adhere to the education quality assurance (QA) policy, which emphasises a school’s accountability to the wider community and the development of school education in Hong Kong. The policy requires schools to collect data that can be used to report on the effectiveness of school education and to provide documents for scrutiny by government officials. In response to this (QA) policy, schools in Hong Kong have to manage their records effectively. Record management, as one of the administrative principles in schools, ensures that accurate information of all school activities is kept and can facilitate an effective and evidence-based, decision-making process. Identifying taxonomy and management practices for effective documentation in schools can support planning; assist with organising the continuity of improvement plans; and increase reporting and accountability to the public. Methodology: This study examines the records management model using a case study that focuses on the experience of implementing records management and knowledge management at school. The case study is a secondary school in Hong Kong which has adopted the ISO standard and is implementing knowledge management. The researcher conducted a series of qualitative interviews at a secondary school, where the ISO 9001 certification had been introduced. The study explores how the records were managed and classified. Findings: The results show that the case school adopted a hybrid top-down and bottom-up approach to record management, to facilitate decision making and managing knowledge

Teachers and school administrators in Hong Kong have had to cope with more work and performance pressure as they strive to implement educational reforms aimed at deepening students' life-long learning skills. Management systems, which save time and transfer ideas, experiences, and knowledge more efficiently could help schools meet reform goals and relieve the occupational stress that inevitably accompanies change and progress. This paper explores the effect of knowledge management (KM) for school development by reviewing three cases selected from a school improvement project entitled "Knowledge Management and Primary School Development". The project was launched specifically to determine if KM practices can assist educators to cope with added pressures and rise to the challenges of education reforms. The case studies illustrate three separate approaches to incorporating KM systems. Problems faced by these case-schools included declining school competitiveness, time-consuming data storage and retrieval practices, and hierarchical communication structures that stunted feedback from the teachers who are on the front line of educational reform. Interviews were conducted with school principals, middle managers, and teachers. The results show that the core KM strategies of personalization and codification can be adopted to improve school development. Knowledge leadership, knowledge sharing culture, and knowledge management system support were identified as success factors for schools to implement KM.
[Copyright © 2016 Springer Science+Business Media Dordrecht.]

This paper explores the predictive relationship between knowledge management and school capacity. A cross-sectional quantitative survey was designed to collect data from 427 teachers at 15 secondary schools in Hong Kong. A structural equation model was applied to explore the factor structure of the latent variables and their relationships. The results showed that knowledge accessibility, application and sharing were identified as the predictive factors for teacher learning capacity and organizational learning capacity.
[Copyright © Elsevier Ltd.].