Continuing education reform in Hong Kong: Issues of contextualization

Continuing education reform in Hong Kong: Issues of contextualization

• Dowson, Chris Hong Kong Institute of Education
• Bodycott, Peter Hong Kong Institute of Education
• Walker, Allan Chinese University of Hong Kong
• Coniam, David Chinese University of Hong Kong

Education Policy Analysis Archives, 11(5), 2003

College of Education, Arizona State University

2003

• R 教育政策與管理
  • RG 教育改革︰各項報告書及指引，施政報告
• G 課程與教學:個別教學範疇
  • GB 英文
    • GBA 教學目標、課程及評鑑
• R 教育政策與管理
  • RH 校監、校長及管理人員、校長會
• Q 教育體系與各級學校
  • QE 專上教育
• E 特殊教育
  • EG 融合教育
• E 特殊教育
  • EH 學習困難者之教育

Educational Change Educational History English (Second Language) Foreign Countries Higher Education Inclusive Schools Learning Disabilities Professional Development Standards Hong Kong Reform Efforts

• Hong Kong

• 1990-1997.6
• 1997.7 onwards

• 小學教育
• 中學教育

• View Full Text 全文連結

Following initiations in educational reform that began in the 1990s, Hong Kong continues to experience considerable pressure for educational reform. On the surface many of these initiatives parallel reform policies/movements in Asia and indeed, globally. The success of any reform is dependent on how it is contextualised prior to and at implementation. In this article, an exploration is made into how reforms in four particular sareas, namely: professional development of principals, higher education, English language standards, and inclusion of students with learning difficulties have been conceived, contextualised and managed in Hong Kong, as it moves gradually toward increased adoption of education reforms. These areas are linked in that each describes and critiques contextualization with reference to areas such as accountability, co-operation and professional control.
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Electronic journal

• 英文

期刊論文

• 10682341

https://bibliography.lib.eduhk.hk/tc/bibs/86ea762a

2010-11-24