The Hong Kong Green School Award (HKGSA) is a school award scheme hosted by the Environmental Campaign Committee (ECC) to encourage schools to promote environmental awareness and for students to develop an environmentally-friendly lifestyle. Since its inception in 2000, the HKGSA has undergone several phases of development. Between 2000 to 2008 it took the form of a competition with 3 winning schools and 10 merit schools After an initial review in 2005, it was decided to change the 8th HKGSA from a competition format to a benchmarking process. The successfully accredited schools were given the title of Green School once they fulfilled certain requirements. Another major reform took place in the 12th HKGSA in 2013 to allow flexibility for schools to satisfy the requirements in phases by completing the accreditation to attain the gold award over a period of 3 years, the introduction of facilitators to act as mentors and the enforcing of a maximum validity period for the accreditation. This structure mirrored the sustainable schools program in Victoria, Australia. HKGSA has become a well-received accreditation scheme which can also act as a driving force to promote education for sustainable development in the school sector which in 2020 will be subsumed under the Hong Kong Awards for Environmental Excellence (HKAEE). This chapter describes the development of this initiative in Hong Kong, its framework, implementation, impact and future. Copyright © 2020 Springer Nature Switzerland AG.

“新農村學習型學校社區建設工程”是一項由政府、大學與非政府組織、學校與社區、城市與農村共同參與的大型夥伴協作項目。該項目的實施採用了一種演化漸進的取向，參與各方對目標的詮釋各有側重。從變革實施的“忠實觀”和“調適觀”兩種觀點來看，該項目取得了一定的成效。今後同類項目的實施可考慮在學校領導、社會參與及評價方法等方面做出改進。 "The Construction of New Village Learning School and Community" is a large-scale project which involves the partnership between local government, a local university and a non-government organization from Hong Kong, the school and the community, the city and the village. The implementation of this project is featured by an evolutionary orientation allowing local adaptation. Participants of various parties have different emphases about the goals of this project. From the two perspectives of change implementation, i.e., fidelity and adaptation, this project brings a lot of changes to local schools and communities. In future, the school leadership, social participation and evaluation strategies could be improved to facilitate the implementation of similar projects. Copyright © 2010 西北師範大學.

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.

學校改進的研究與實踐均指出，院校協作扮演舉足輕重的角色。院校協作項目常涉及眾多項目學校，加強項目學校之間以及項目學校與大學之間的聯繫，是院校協作項目能夠持續發展的重要條件。本研究以香港優質學校改進計劃所舉辦的「聯校教師專業發展日」為個案研究對象，借助「實踐共同體」的理論視角，從理念層面、人際層面、實踐層面，分析「聯校教師專業發展日」這一實踐活動對於院校協作項目中建設實踐共同體的作用。Improving the quality of education through university-school collaboration carries strong theoretical and practical significance for the area of school improvement. A university-school project always involves many project schools. Endeavors in uniting these project schools are important conditions for the sustaining of school improvement project. The project under investigation in this study is Joint School Staff Development Day (JSSDD), a big event of the Quality School Improvement Project (QSIP) of Hong Kong. Through the lens of communities of practice (Cops), this study aims to explore the role of JSSDD to the construction of Cops for QSIP from three perspectives, namely domain, community, and practice. Copyright © 2012 香港中文大學.

There are increasing commitments from the education sector to cultivate our next generation with a life-long and forward-looking concern for the environment, preparing them to make well-informed, reasoned and practical decisions, and to take actions leading to the creation of a sustainable environment. In 2005, the United Nations declared the year as the start of the “United Nations Decade of Education for Sustainable Development”, where “sustainable development” is defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. This has become the guiding principle of environmental education focusing on the three major aspects of awareness, attitudes and actions. Through enhancing our students’ awareness of environmental issues and cultivating their positive attitudes towards conservation work, it is believed that they will be more willing to take environmental friendly actions. In response, guidelines have been issued to schools in Hong Kong urging energy saving and waste reduction. Current work on Education For Sustainability (EFS) includes elements of sustainable development infused into the curricula of various subjects at different levels of schooling, from kindergarten to secondary. In addition, a whole range of programmes related to the promotion of sustainable development have been organized. However, at a recent symposium on plastic waste management attended by educators, policy makers, personnel from Non-Governmental Organizations (NGOs) and scientists, there were discussions that in spite of these programmes aiming to help our students better understand the interactions between human activities and the natural environment as well as the environmental problems they face locally and globally, our next generation cannot contribute much to alleviating these problems in their daily lives. This presentation will share the existing challenges and opportunities of EFS on plastic waste

Teachers and school administrators in Hong Kong have had to cope with more work and performance pressure as they strive to implement educational reforms aimed at deepening students' life-long learning skills. Management systems, which save time and transfer ideas, experiences, and knowledge more efficiently could help schools meet reform goals and relieve the occupational stress that inevitably accompanies change and progress. This paper explores the effect of knowledge management (KM) for school development by reviewing three cases selected from a school improvement project entitled "Knowledge Management and Primary School Development". The project was launched specifically to determine if KM practices can assist educators to cope with added pressures and rise to the challenges of education reforms. The case studies illustrate three separate approaches to incorporating KM systems. Problems faced by these case-schools included declining school competitiveness, time-consuming data storage and retrieval practices, and hierarchical communication structures that stunted feedback from the teachers who are on the front line of educational reform. Interviews were conducted with school principals, middle managers, and teachers. The results show that the core KM strategies of personalization and codification can be adopted to improve school development. Knowledge leadership, knowledge sharing culture, and knowledge management system support were identified as success factors for schools to implement KM.
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