香港中文大學學習借鑒美國經驗，在提高學校教育質量、人才素質培養方面，大膽地進行了與傳統學校教育相佐的改革嘗試——推行《躍進學校計劃》。她將教育置於社會大背景下，融學校教育、家庭教育、社會教育於一體；充分發揮大學對中小學教育質量的促進作用。這種合作夥伴關係貫通大中小學校，延至社區，並與國外攜手形成立體合作網絡，拓寬了“教育”的視野，使得教育更富有成效。《躍進學校計劃》對教育改革頗有啟發。 Copyright © 1998 上海市教育科學研究院; 上海市高等教育學會.

「優質學校改進計劃」是個大學與學校夥伴協作計劃，自1998年起一直給予中、小學全面專業支援，目的是整體學校改進。2000年，教育統籌委員會發表了《香港教育制度改革建議》，在充滿理想的改革原則策動下，中、小學教育及課程有明顯改變，但在推行及實踐各樣改革時，教與學的實際困境亦一一浮現。本文以香港「優質學校改進計劃」下的學校個案，探討學校領導為何在由上而下的改革浪潮下，引進大學專業人員的知識及實踐經驗，並從學校領導的視角，探索「計劃」在學校教育的不同層面所起的作用。Quality School Improvement Project (QSIP) is a university-school partnership program for comprehensive school improvement. Since 1998, QSIP has provided holistic professional support to primary and secondary schools in Hong Kong. In 2000, Education Commission published the Reform Proposals for the Education System in Hong Kong to outline some desirable education reform principles and proposals for schools. Following the reform principles, school education system and curriculum have some remarkable changes. When implementing the various education reforms, challenges and difficulties have also surfaced in the teaching and learning environment in schools. This article reviews why school leaders introduce QSIP into their school reform environment and how the professional supports from QSIP have influenced school education in different levels from school leaders' perspectives. Copyright © 2011 香港中文大學.

The current New Senior Secondary curriculum was implemented in Hong Kong in 2009. This educational reform promotes a paradigm shift in learning and teaching strategies, with the ultimate goal to prepare secondary school students for meeting the changing needs of the workplace and for lifelong learning. This paper reports empirical findings by investigating the impact of such a paradigm shift in education on student learning through comparing the perceptions of different stakeholders (i.e., school heads, teachers and students). The data were collected from a self-reported questionnaire, involving 91 secondary schools, 1,439 school heads, Key Learning Areas coordinators/panels heads, Secondary 6 teachers, and 4614 Secondary 6 students. Key findings are: (1) seven dimensions of student learning were identified (in terms of generic skills, personal growth and well-being, values and attitudes) and these are regarded as the important paradigm shift in the secondary education curriculum; (2) school heads were more optimistic than Key Learning Areas coordinators/panel heads and frontline teachers about the performance of Secondary 6 students; and (3) Secondary 6 students had a more positive outlook than their teachers regarding world views, pluralistic views, communication skills, critical thinking and creativity. Implications and recommendations are discussed.
[Copyright of Asia Pacific Journal of Education is the property of Routledge.]

Since 1989 the Hong Kong government has taken an active interest in environmental education. The Guidelines on Environmental Education in Schools was issued in 1992 and both government departments and non‐governmental environmental organisations made efforts to promote the implementation of this curriculum change. However, there has developed a gap between the rhetoric of the ‘Guidelines’ and actual practice. Environmental emphasis has been primarily subject based and institutional commitment to environmental education in schools has been unsatisfactory. There are needs for policy reforms, teacher education curriculum and environmental education curriculum reforms and improved curriculum strategies such as resource provision and in‐service education. Copyright © 1997 Carfax Publishing Ltd.

This paper provides a critical account of the role of universities in the development of innovation and technology in Hong Kong.To do so, the paper examines the political economy of Hong Kong's innovation and technology development. It outlines a finance-led regime, under which the vision of long-term innovation initiatives is transformed into short-term finance events, and the development of an entrepreneurial culture in society and in universities is neglected. The paper also suggests that the current research funding system and the rise of managerialism in the higher education sector restrict the development of academic entrepreneurship, though universities play a significant role in the innovation system. The paper closes by examining the recent changes in higher education policy and governance, the intensification of integration with mainland China and their implications for prospects of advocating a culture of innovation and promoting innovation and technology in Hong Kong. Copyright © 2019 Association for Tertiary Education Management and the LH Martin Institute for Tertiary Education Leadership and Management.

The conflicting education values in Hong Kong kindergartens and primary schools pose various challenges to kindergarten teachers in providing pupils with a smooth transition to primary school which requires collaboration from schools and families. This study explored these challenges as well as the benefits of a professional teacher training programme. In-service teachers (N = 35) and tutors (N = 2) engaged in the module ‘The Social and Emotional Aspects of Teaching and Learning’ participated in this study. The trainees’ weekly reflective journals throughout the 22-week module were subjected to documentation analysis. Group interviews with the in-service teachers and individual interviews with the tutors were conducted on completion of the module. Findings reveal a gap between teacher training and providing pastoral care for pupils through supporting the social and emotional aspects of their families in Hong Kong, and indicated that traditional beliefs associated with the teaching profession should be widened. Meanwhile, counselling knowledge and skills should be contextualised and integrated into teacher training programmes.
[Copyright of International Journal of Early Years Education is the property of Routledge.]

One measure of current education reform in Hong Kong is reporting school performance to the public to increase the transparency and accountability of schools, enhance parents' right of access to information, and provide guides for choosing schools. This article examines the controversies and politics involved and shows how the sociopolitical construction of information are connected to crucial questions about how the conflicting values and expectations of different stakeholders are balanced. Advocating public school performance reporting without adequate deliberation could introduce anti-educational and unethical consequences, however unintended. Drawing on the works by Albert Meijer and findings from Hong Kong, this study provides additional empirical evidence and conceptual insights for understanding the complex dynamics of school transparency in the context of public sector accountability. The article concludes with analytical and ethical implications of the Hong Kong experience and recommendations for policy makers, particularly concerning the value judgments on the right to information, freedom of choice, transparency, accountability, freedom of the press, and professionalism.
[Copyright of Education & Urban Society is the property of Sage Publications, Inc.]

This study aims at elaborating the reform policy effects on school leadership practices for quality educational development in the evolving hybrid of Western and Confucian cultures in Hong Kong. Why were education reforms and changes intensified in Hong Kong's education system in the post-1997 decades? How were these reform policies effectively implemented to bring about the changes in the school community? What insights into educational development can be drawn from the policy effects of school-based improvement on school leadership in the changing cultural context? The findings derived from the content analysis of the meanings of the articles selected by a systematic review approach show an urgent need for success in the political and cultural shift in alignment with the international trend of neoliberal-driven educational outcomes in the post-1997 period. School leadership was turned into collaborative whole-school participation in policy indigenising for improvement in a highly accountable context. These insights inspired us to conceptualise a framework of quality education development in policy borrowing/indigenising in school-based improvement. Copyright © 2019 Informa UK Limited, trading as Taylor & Francis Group.

21世紀初，香港展開教育改革，教育統籌局為保證各中小學的教學水準，定期到校進行校外評核的工作。工作完成後，教育統籌局把這些校外評核報告上載互聯網，供市民瀏覽。本研究是從2003至2005兩個年度，教育統籌局在網上公佈的校外評核報告中，各隨機抽取10所小學的報告，針對這些報告中老師在有關教與學和評估不足的評語，提出教學有明確的目標，訓練學生的語文能力，有質素的提問，照顧學生的學習差異，全體學生的參與，師生互動，設計一份優質的評估，善用評估得來的數據以改善教學等解決問題的建議和策略，並提供具體的操作方法，以落實課改的理念，提高教學的成效。 At the beginning of the 21st century, education reforms were launched in Hong Kong. The Education and Manpower Bureau regularly went to schools for off-campus assessments to ensure the teaching level of all primary and secondary schools. After the work is completed, the Education and Manpower Bureau uploads these external assessment reports to the Internet for public viewing. This study randomly selected 10 elementary schools reports published by the Education and Manpower Bureau from2003 to 2005. Targeting the comments on teaching, learning and assessment, this study proposes some suggestion and strategies such as a clear goal in the teaching, training of students’ language skills, high-quality questions, attention paid to students’ learning differences, participation of all students, teacher-student interaction, a high-quality assessment design, and making good use of assessed data to improve teaching so at to implement the concept of curriculum reform and improve the effectiveness of teaching. Copyright © 2018 合肥師範學院.