Educational reform has long been a complicated and controversial issue. Hence its difficulty has always been highlighted and discussed. The aim of this paper is to address the issue in the context of Hong Kong. In Hong Kong recently, the government has introduced a series of measures which will change the educational system of hong Kong in a fundamental way. Basically in this paper the most recent reform proposals are analyzed and past attempts of reform will also be considered. The conclusion drawn is that the government has not learned mistakes committed in the past. In particular, the sources of resistance to change have not been reasonably taken into consideration. If this is so, the reform will not likely to produce positive outvcomes. It is hoped that the analysis would help to highlight the problems which should be seriously considered by policymakers in other countries.

Home economics has a long history in Hong Kong schools. Although it is still in the secondary school curriculum, its value is always being challenged. This is particularly so when it is amongst the educational changes and reforms that are currently undertaken in Hong Kong. In order to understand its present situation in school and to inform the future development of the subject, a survey has been conducted to collect teachers' views. It is believed that the data collected will help put contemporary Hong Economics teaching in schools in context as well as identifying factors that might have affected its development in schools. Most importantly, the results help to provide a basis for practitioners in the field to rethink the relevance of Home Economics in the school curriculum in the new century.

Hong Kong has embarked on a raft of educational reforms and prominent amongst them is a call for school students to 'learn to learn' so they can be lifelong learners. Such a reform direction is common in many countries as the demands of knowledge economies become increasingly clear and politicized. However, the extent to which such a goal is achievable depends significantly on the nature of the school and classroom learning environments in which students and teachers participate. This paper argues that many of the conditions necessary for developing metacognition, an essential requirement for 'learning to learn' and lifelong learning, are still lacking in relation to the context of science education in Hong Kong. It suggests reform directions that, if implemented, would positively impact on school and classroom learning environments and increase the possibilty that 'learning to learn' and lifelong learning might rise above the rhetoric of reform in Hong Kong.

自2009年開始，香港高中課程進行大規模的改革，所有適齡的中學生，須接受六年免費的中學教育，在初中至高中期間，無需經歷任何公開考試，直至完成中六，才接受一次中學文憑考試，以作為升學或就業的依據。在這改革背景之下，香港的高中課程和教學須面對有史以來最重要的改革和挑戰。在課程路向方面，新高中課程從以往的菁英主義走向普及主義；在教學路向方面，它須走向多元化的教學方向，才能處理新高中課程會出現的學生個別差異的問題。面對這種種的挑戰，究竟學校政策制定者對新高中課程所持的觀點，與官方課程是否相同，抑或有異？在他們工作的學校環境中，建構新課程時又有何決定？本研究以香港新高中課程改革為背景，以實徵研究為本，探討香港中學的政策制定者對新高中課程的觀點和決定，問題有三：一、香港的學校政策制定者對新高中課程持哪些觀點？二、學校政策制定者在學校課程的建構方面有何決定？三、哪些因素影響學校政策制定者的決定？
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In recent years, there has been a general outcry about the decline in the quality of school education in Hong Kong. The Education Commission has in its Report No.7 expressed its concern on the quality in school education. The Commission noticed that there are constraints of the present school system on the promotion of quality education. It recommends to inculcate a quality culture in the school system; to provide a practical framework for key players in the school system to achieve the aims of education in an effective, efficient and accountable manner; to establish a mechanism for quality assurance; and to provide incentives for performance. At the very centre of the Education Commission's recommendations is the introduction of a market culture into the Hong Kong Education System. The creation of a language of "output", "performance indicators", "valued-added" and "measurable product" has constituted the curriculum as an entity to be "delivered" and the parents and pupils as the "consumers" of educational products. These, according to Grace (1995), are discourse in Markets in Education and part of the "commodification process" that brings the market forces into education. This paper will briefly review some of the recent educational reforms in Hong Kong, and will discuss the wider issues concerning the appropriateness and impacts of the application of the market model to school education. A model of the education market place adapted from Ball (1990) will be used as a basis for analysing the recent market-oriented educational reforms in Hong Kong.

This paper presents an overview of mathematics education in Hong Kong and the education reform it is experiencing. The original mathematics curricula had been successful in certain ways (as demonstrated by the achievements of Hong Kong students who placed fourth in TIMSS); however, there were also negative aspects. The revision in both primary and secondary mathematics education aims to shift the emphasis to the development of thinking abilities and positive attitudes of students towards learning the subject. Mathematics is expected to provide a basis for making investigations as well as a tool for analyzing data, representing findings, and formulating theories. Teachers are encouraged to adopt a student-centered, activity-based, and hands-on approach to organize students' learning, and to make use of concrete examples from everyday life whenever possible. Student learning is expected to progress from concrete to abstract, and calculators and computers are expected to be used to facilitate student learning. Some implications of these approaches are also discussed.