The establishment of the Hong Kong Special Administrative Region has brought about enormous structural, social, economical, political and cultural changes to society. The government, the public, and other parties concerned find the need to cope with the multi-faceted changes by reviewing the existing systems and policies as to provide information for improvement or reform, wherever necessary. Education is undoubtedly on the reform agenda. Art education, which forms part of the core curriculum of general education and plays a role for developing an all-round being, deserves due attention. This study intends to obtain a thorough picture on the changes of the philosophy and rationale of art education in the past forty years by a descriptive study on the aims of art education in the official art syllabi of junior secondary schools. The study finds that there is a paradigm shift in art education in Hong Kong: from emotional personal experience to the cognitive and affective learning; from a single dimension of educational aims to multi-dimensional; from mere personal development to personal development, socialization, economic productivity, and further learning.
[Copyright © 2000 The Hong Kong Institute of Education.]

In Hong Kong, except for Art and Craft and Physical Education, official approved school textbooks for pupils and handbooks for teachers are widely used in primary schools. When Art and craft primary teachers in Hong Kong plan for their lessons, they can only follow the official curriculum prepared by the Curriculum Development Council of the Education Department of Hong Kong. Thus, the official curriculum plays a very important role in guiding the primary Art and Craft teachers in planning their taught curriculum. In the first part of this chapter, a brief historical account on the introduction of art education in Hong Kong is given. Then, the chapter examines the developmental trend of the aims of the planned Hong Kong Primary Schools Art and Craft Curriculum from the 1950s to the 1990s. Finally, it discusses both the external and internal factors that influence the art education in Hong Kong.
[Copyright © 2000 The Hong Kong Institute of Education.]

本文先簡述英國及中國的學校體育的歷史背景，再透過筆者在香港從事體育教育工作多年累積的經驗及所見所聞，拋磚引玉，為香港學校體育空白的歷史填上一筆的同時，藉此提出一些香港學校體育在課程發展及教學上所遇到的問題，與體育工作者共同探討。
[Copyright © 1999 Department of Physical Education, Hong Kong Baptist University.]

過往人們研究香港的教育發展，多從官方資料入手。官方資料雖然重要，但畢竟只是歷史建構的多種根據之一，只能提供一個角度。另外，1974年中文成為法定語言之前香港官方的資料單以英文表述，反映了英文所負載的利益和觀點。本文嘗試從民間和中文的角度去建構1930–1950年代香港教育的發展，透過對中文報章資料的系統分析，探討了這時期香港教育量的發展、公私營學校的消長、質的改善、教育機會與甄選、學生的精神面貌等方面的情況，揭示了少為官方資料所反映的社會各界人士的所思所想和所作所為，相信對更清晰地瞭解這一時期香港教育發展的來龍去脈，具有積極的作用。
[Copyright © 2007 香港中文大學香港教育研究所.]

本文透過對香港中學商業教育的歷史回顧及課程發展的探討，分析商業教育在不同社會經濟發展階段所起之質性變化，及其正負面影響，並建議未來之發展方向。歷史回顧部分分作三個階段，包括二十世紀五六十年代的萌芽發展期，七十至九十年代的穩步增長期及二千年後的高速更新期；當中課程的演變經歷 “職業”、“技術”、“科技”及“專科與職業分家”等不同方向的發展，各有優勝及不足之處，但只要取得發展上的平衡，商業教育在職業預備上、智能發展上及公民教育上的全面性功能可以有所發揮，令經濟急速發展下的每一名學子均可受惠。
[Copyright © 2007 教育史研究編輯部.]