背景：近年教育改革成為世界各地廣泛關注的公共政策議題，而各地教育改革的經驗更是值得詳加比較與研究，以作為相互參照之用。
目的或討論焦點：本文把分析及討論之重心聚焦在教育改革過去20 年在香港的發展經過、主要改革措施，以及教改的矛盾和影響之上。
論點/評論/建議：全文共分四部分。第一部分概括地回顧香港教育改革自20 世紀80 年代的發展背景與演變狀況；第二部分則集中探討教育改革的主要內容，特別關注學制、學校管理、質素評鑑、教師專業及辦學模式等方面的轉變；第三部分分析及討論該等改革措施的影響及啟示；最後為總結部分。
總結：本文著重指出，近年香港教育改革明顯受到其他地區所進行之改革所影響，與海外地區相似的是教育質素指標化、權力下放與集權同時出現，以及商業化或市場化等。這些因素都深刻地影響著教育工作者的工作。
Background: Recently, education reform has been a focus of public policy discussion. It is valuable to compare the education reforms in different places in order to reach a deeper understanding of the reform in a particular place.
Aims or focus of discussion: The purpose of this paper is to review and analyze the process, major measures and changes over time in relation to education reform in Hong Kong. It also examines the problems and impacts involved.
Arguments / comments / suggestions: The paper is divided into 4 parts: (1) a review of education reforms since the 1980s; (2) the major measures adopted, particularly those related to the education system, school management, quality assessment, teacher professionalism and the school system; (3) a discussion on the impacts of these reform measures; and (4) conclusion.
Conclusion: This paper points out that the Hong Kong education reforms, being affected by experience elsewhere, are dominated with several features, such as the stress on quantifying education quality, the simultaneity of evolution and centralization, and the education marketization, which are all important factors that affect the teaching life of ordinary Hong Kong teachers.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

全球化下的教育改革深入到了幼兒教育領域，"終身學習、全人發展"觀念下幼兒教育面臨了新的機遇和挑戰。本文立足於美國和香港兩地在幼兒教育機構質量和幼稚園質素保證、以及兩地學前教育課程改革的比較，探討兩地幼兒教育的異同，以及兩地在「全球化」影響下的「在地化」發展特點，以此深入探討，尋求香港幼兒教育發展的未來路向。
Globalization of education reform into the field of early childhood education, under the concept of Lifelong learning and All-round development, the early childhood education is facing some new opportunities and challenges. This article based on the comparison of early childhood education reform of two places that is the United States and Hong Kong, it focus on the early childhood education quality assurance and pre-school curriculum reform. Through discuss the similarities and differences, and the localization character in the globalization influence in the two places, we want to gain more useful experiences and find a better way to develop the future early childhood education.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

This article presents the finding of an interim evaluation survey commissioned by the Education Bureau of Hong Kong on the effectiveness of the curriculum reform initiated in 2001. Drawing upon change theories for analysis of the study, the article examines the perceptions of both principals and teachers on the effectiveness of short-term curriculum development in schools from 2001 to 2006 through self-administered questionnaire survey as well as focus group interviews. The quantitative survey shows that evaluations from principals were more positive than those of frontline teachers in many aspects of the reform. Data collected from focus group interviews help explain the discrepancy in attitudes of these two stakeholder groups towards the reform. Insufficient knowledge, lack of support and consensus, and top-down initiation of the reform are the reasons accounting for the different responses to the reform. Strengthening professional development programs and developing a culture of collegiality and collaboration are the strategies recommended to improve the implementation of the curriculum reform in the medium-term phase (2007-2011).
[Copyright of Teacher Development is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13664530903335558]

This paper examines the processes of implementing curriculum reform in schools. Specifically, it investigates how schools learn lessons from previous experiences of reform and apply them when challenged by new reforms. The context for this study is Hong Kong's New Secondary School Curriculum (NSSC), with particular reference to the subject of English Language. Research into the enactment of change over the last decade tells a story of weak leadership and management by policy makers, schools leaders and teachers. Key areas of weakness - poor management of change by school leaders, teachers' lack of understanding of the changes, and weak teacher collaboration - were pinpointed as reasons for the dismal results of curriculum change. This study investigates whether these areas of weakness were also in the implementation of the NSSC. Data collection comprised semi-structured interviews in nine secondary schools. The study reveals that lessons had been learnt from the previous experiences of implementing reform, and suggests that the capacity of schools to learn from a historical perspective should be taken into account in curriculum planning.
[Copyright of Asia Pacific Journal of Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/02188791003722000]