The popularity of the Internet, global economic integration, convenient transportation, updated communication technology, businesses of multi-national Corporation, internationalization of university education, increase in immigrant population, and tourism development have brought people all over the world closer together. Under globalization, countries all over the world are undergoing reform in education system. The HKSAR government released the Reform Proposal for the Education System in Hong Kong in September 2000 and launched a comprehensive education reform in Hong Kong schools. This paper aims to review the development of the basic education reform in Hong Kong. It also addresses the significant development of kindergarten, primary and secondary education during this period.

香港教育政策的擬訂及執行，長久以來都是由政府主導、學校執行。從行政的角度來說，這是追求效率的一個做法；但從另一個角度來看，政策制訂的過程却忽略了基層﹝或可說是學校層面﹞的參與，甚至一俟政策制成，便匆匆按既定的時間表推出，導致政策的執行遇上不少的障礙，罔顧政策執行結果的質素和實際執行的效能。本文就上述問題作了一個綜合分析，並引用英國一些教育改革運動的經驗，與香港現行教育政策推行的成效作出比較，從而對如何有效執行教育改革提出一些啟示。
[Copyright © 1998 Hong Kong Policy Research Institute.]

This article addresses the issue of preparing teachers as curriculum leaders to support the wide-ranging curriculum reforms that characterize societies in the Asian Pacific region. It draws on social cognitive theory and, in particular, on what has come to be called teachers’ sense of efficacy. The study sought to extend that research in a Chinese context.
[Copyright © 2006 Rowman & Littlefield Education.]

Purpose – The purpose of this paper is to examine the progress of the curriculum reform in Hong Kong in the implementation phase from 2001-2006, with the agreement and support of heads and teachers on the reform. Design/methodology/approach – Survey questionnaires and focus group interviews were used to collect data from various stakeholders. A stratified random sampling method was employed to select 150 primary schools and 120 secondary schools to participate in the study. Findings – It is found that with the agreement and support of school heads and teachers, there is good progress in the reform items on teaching and learning. Findings of this paper also suggest that teachers who agreed with the reform items made changes with their practices in terms of learning and teaching strategies, catering to learner diversity, assessment for learning, developing students' language proficiency, cross-curricula learning, playing multiple teachers' roles and preparation for the new senior secondary curriculum. This study thus supports most findings from the change literature with its empirical data that educational changes and innovations with the agreement and support of school heads and teachers tend to have a greater chance of succeeding. Originality/value – The paper contributes by examining to what extent findings and views established in change literature elsewhere can be justified and enriched with the case of Hong Kong.
[Copyright © 2011, Emerald Group Publishing Limited.]

This paper starts with a broad historical overview of educational reforms and then focuses on those specific to civic education. Lastly we look at the implementation of policy, and examine the effect of the current political climate in the Special Administrative Region (SAR) on civic education.
[Copyright © 2002 Pacific Circle Consortium for Education.]

Driven by the forces requiring rapid innovation in competitive world markets, today's knowledge economy is enabled by ICT's capacity to search, filter, store, transmit, encapsulate, process, and manipulate information. Workers of a knowledge economy are expected to possess ICT literacy: the ability to use technology to develop 21st century content knowledge and skills. This new kind of literacy is considered a key '21st century skill', together with global awareness, civic engagement, financial, economic and business literacy, and learning skills that encompass problem solving, critical thinking, and self-directional skills (Partnership for 21st century Skills, 2005, p.15). 21st century schools are seen to play a critical role in producing a workforce that is highly educated and skilled to support a country's economy. This recognition of education as a key contributor to the economy has led school curricula in many countries to mandate ICT as a central component, with teachers being increasingly expected to infuse ICT into the teaching and learning processes. This paper examines some of the major developments and strategies related to ICT in the education reform of three countries where the author has worked professionally. Lessons will be drawn from their experiences in enhancing music education curriculum reform for a technology-infused future.