隨著雙職家庭的增多，社會對全日制幼兒服務的需求日益增強。本文探索一間香港本地非牟利長全日制幼兒機構在校本課程改革過程中的歷程。文章以香港幼兒教育改革推行兒童為中心，遊戲為本的課程為宏觀背景，分析校內推行以“人本”為核心的課程設計與發展。分析從校本元素整合，包括機構宗旨、核心價值、校本環境設計整合、社區資源整合、以及教師專業團隊的發展等元素呈現校本課程改革成效。另外，校本整合社區資源呈現出較優質的教育資源，例如社區圖書館、社區公園、與小學共用戶外操場給幼兒教育提供生動的多元教學環境。從課程發展的角度呈現幼兒為中心的課程在本地文化背景下不斷調整和發展的動態過程，幼兒機構探索以「全腦教學 走出校園 生活學習」秉持開放自主的培育精神，將開放的課程融入在幼兒的每日生活經驗中。

In Hong Kong, many school principals have outsourced their extra-curricular activities to reduce the workload of teachers and provide more activity options for students. This article reports on a qualitative study aimed at examining the views of a group of 16 teaching professionals from ten primary schools in Hong Kong on the effectiveness of, as well as the major concerns about, outsourcing extra-curricular activities. The findings indicate that three themes emerged from the data regarding the effectiveness of outsourcing extracurricular activities to external organisations: (1) reducing teachers' workload and cost saving; (2) enhancing the expertise of teachers; and (3) catering for the needs of both parents and students. On the other hand, the major concerns about outsourcing activities were: (1) increasing administrative duties; (2) quality of the activities; (3) linking activities to school curricula; and (4) student discipline. It is recommended that school, government and parent representatives be involved in the monitoring of delivering outsourcing activities.
[Copyright © 2015 Education Pub.]

Purpose – The purpose of this paper is to examine the progress of the curriculum reform in Hong Kong in the implementation phase from 2001-2006, with the agreement and support of heads and teachers on the reform. Design/methodology/approach – Survey questionnaires and focus group interviews were used to collect data from various stakeholders. A stratified random sampling method was employed to select 150 primary schools and 120 secondary schools to participate in the study. Findings – It is found that with the agreement and support of school heads and teachers, there is good progress in the reform items on teaching and learning. Findings of this paper also suggest that teachers who agreed with the reform items made changes with their practices in terms of learning and teaching strategies, catering to learner diversity, assessment for learning, developing students' language proficiency, cross-curricula learning, playing multiple teachers' roles and preparation for the new senior secondary curriculum. This study thus supports most findings from the change literature with its empirical data that educational changes and innovations with the agreement and support of school heads and teachers tend to have a greater chance of succeeding. Originality/value – The paper contributes by examining to what extent findings and views established in change literature elsewhere can be justified and enriched with the case of Hong Kong.
[Copyright © 2011, Emerald Group Publishing Limited.]

A total of 575 students from the Associate Degree Foundation Program and the Associate Degree Program participated in this study. The two purposes of this study were to use the time series between/within experimental design to examine whether participation in co-curricular activities could (1) enhance student learning effectiveness and (2) have positive effects on the academic performance of self-funded sub-degree students in Hong Kong. It was found that participation in cocurricular activities could not enhance student learning effectiveness. Associate degree students were too preoccupied by the need to attain good academic results in the first 2-3 terms of study. Rather, this study suggests that student learning effectiveness is affected by the time factor. High learning effectiveness was observed in the middle of the academic year but relatively low learning effectiveness at the end of the year.
[Copyright © 2011 International Journal of Teaching and Learning in Higher Education. The journal web site is located at: http://www.isetl.org/ijtlhe/]

Drawing on the theoretical and analytical tools from the sociology of education, in particular the work of Basil Bernstein and Karl Maton, the paper explores the tensions within curriculum reform discourses and how these tensions play out in different global contexts. The analysis focuses on two curriculum reform policies -- Hong Kong and South Africa. On the surface the policies appear to be addressing a similar problem of inadequate schooling systems and proposing a similar solution, the restructuring of the undergraduate degree from three to four years. Drawing on the principles of temporality and specialization from Legitimation Code Theory, the analysis shows that the underlying logic for these reforms is very different. A comparison of these different logics provides insight into the highly contested space of curriculum reform and the implications for addressing inequality.
[Copyright of Teaching in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13562517.2015.1023287]