For the analysis of Hong Kong education policy in history, we apply theories of the state for the historical comparative research. For the description of the establishment of sociological concepts, some key concepts are set as the mediation of history. Weber’s historical sociology makes concepts establish idea types. They are used as yardsticks to facilitate and enrich the understanding and explanation of historical events. They give a cultural historical explanation of casual relevance of multi-causality of historical events. In the Hong Kong historical context, the education policy is one of governing policies. With the application of concepts, the different levels are global, state, institution and politicking. The key concepts established are helpful for more accuracy in handling the recognition, explanation and analyses of policy implementation. A series of education policies analysis applied is the powerful indication of theories of the state to have deep understanding of the functioning of the Hong Kong Government in our history.

Vouchers and school choice discourses have been translated, reassembled, and made intelligible in different localities, such as Taiwan and Hong Kong, as tactics in education reforms to ensure equality and quality. This paper presents the findings of a comparative research study that aims to investigate the effects of preschool vouchers in Taiwan and Hong Kong. I argue that laced within global and local circulations of educational choice and voucher discourses are notions of marketization and privatization. In that, I seek to understand how preschool voucher systems in Taiwan and Hong Kong work to create a normative socio-cultural administration to (re)-shape, regulate, and construct reasonable/desirable modes of thinking and acting.

Rapid changes have been taken place in Hong Kong since the hand-over of the sovereignty to China in 1997. These changes are far-reaching including the social, cultural economic and political aspects. There is a need to cultivate the kind of people who are creative, knowledgeable and multi-talented for Hong Kong to increase its competitiveness and continue its prosperity. In view of the situation, the Education Commission, the education policy maker of Hong Kong, published a Consultative Document in 1999 namely, Education Blueprint for the 21st Century, Review of Academic System: Aims of Education to review the education aims to enhance the quality of education to meet the challenge. The overall aims of education as stated in the Document are "to enable everyone to develop to their full potential in all areas covering intellect, and social skills, so that each individual is …… ; filled with self-confidence and team spirit; ……." Furthermore, the Document stresses school education should cater for individual differences, foster students positive attitude and increase their motivation as well as creativity. The present paper aims to examine the Document and government archives with the attempt to recommend some teaching modes which are effective to achieve the aims at the stage of school education, excluding the stages of early childhood education and tertiary education. Features of various teaching modes will be analysed and compared to find out the suitable modes.

根據國際文獻，知識管理在教育領域的應用與推廣，相對於其他行業來說起步較 遲。香港初等教育研究學會曾於2010至2012年期間推行「知識管理與小學發展」計劃，在十間小學推廣和實踐知識管理的理念。筆者兩人從中選取三個成功的小學個案，分別從知識管理系統、知識管理的領導和組織分享三個角度闡述學校應用知識管理的實況。為了有效描述這個案的經驗，筆者兩人除採用該計劃的資料外，還約見三校負責同工作深入訪談，剖析三校推行知識管理的應用細節。
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This study is the second phase of a long term evaluation exercise namely: An Evaluation of the 9-year Compulsory Education of Hong Kong. This research is planned to focus on the following areas to delineate the causes of students' learning problems which have not been addressed thoroughly and deeply enough during the first phase: A. the nature (selective vs. universal education) of the formal and instructional curriculum; B. teachers' knowledge and belief learned from teacher education institutions; C. classroom climate and students' cognitive and effective learning process.