This paper describes the features of education system and the context of educational reform in Hong Kong and reviews the major initiatives for educational effectiveness, quality, and relevance, particularly in school contexts in the new century. Responding to the challenges from economic and social developments, Hong Kong people have shown their strong commitment and effort to educational reforms. Since the last 1970s, a number of important policies have been issued to improve educational practice and school management. These educational changes can be classified into two waves of reform, representing two different paradigms of policy conception: External Intervention Approach and School-based Approach. Effectiveness, quality, and relevance in education should be the key concerns in these reforms. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, obviously numerous good opportunities have been created for policy-makers, school practitioners, and effectiveness research. The ongoing education experiments, reform experiences, and improvement practices at both the system and school levels may not only benefit Hong Kong people, but also furnish a basis for making a contribution to the international concern for effectiveness, quality, and relevance in education in the new millennium.

香港特區政府早已落實政策，發展融合教育，目的是讓有特殊教育需要的學生，能布機會與其他學生一起就讀於普通學校內。為促進融合教育的發展，香港教育學院特殊教育系獲優質教育基金資助，進行為期20個月的「邁向成功的融合教育」計劃。本文主要說明香港融合教育政策、現況及呈現困難，並指出一些發展條件。文章將介紹此計劃的內容，例如教師培訓、教材製作、資源發展及院校合作等方法。結論指出當教師的專業能力獲得提昇後，融合教育步伐會加快，有特別教育需要的兒童在「最少限制環境」中的學習理念便可達到。
[Copyright © 2000 香港敎師中心敎育硏究小組.]

In the Science Department of the Hong Kong Institute of Education (HKIEd), on e of our prominent research and teaching development areas is the application of information science and related technologies (which consist of scientific and 3D visualization, virtual reality, scientific computation, computer-simulated experiments, datalogging systems for computer-controlled/interfaced experiments as well as the conventional IT elements such as multimedia and Internet) in Science education. We have been applying our project output not only for teaching a thousand of Science or General Studies and non-Science elective student-teachers enrolled in various HKIEd sub-degree and degree level courses, but also for providing value-free knowledge to the public through the Internet (e.g. Hypermedia And Self-learning Centre with website http://www.ied.edu.hk/has) and some in-service teacher training programs. From a teacher educator’s point of view, we will share our expertise/experience in some practical and plausible applications of information science and related technologies for promoting quality teaching and effective learning through a subject-based or subject specific approach with particular reference to the Science education. We shall also discuss some feasible ways of training/upgrading the IT competence of school science teachers through a series of hands-on and minds-on workshops.

2004年10月，教育統籌局發表了《改革高中及高等教育學制—對未來的投資》文件，提出「334學制」建議，香港社會上對此非關心，引起了廣泛的討論。本文從世界和香港學制的變化，談到今天「334學制」的變革問題。文章就學制擬訂的原則、世界學制的主流與特點、近期歐洲大學學制的新動向、中國近百年學制的演變等方面，提供了一些歷史發展資料，從而結合今天香港的實際環境，分析新世紀「334學制」的好處和挑戰。
October, 2004, the Education and Manpower Bureau published a report titled "Reforming the Academic Structure for Senior Secondary Education and Higher Education --Actions for Investing in the Future", suggesting a new academic structure of "334" for Hong Kong, which immediately aroused great social concern and extensive public discussion on the on the issue. Based upon changes in the academic structures of Hong Kong and other parts of the world, the writer attempts to discuss the issues arising from the adoption of the new "334" academic structure. This article supplies valuable historical reference materials on the underlying principles of an academic structure, the main characteristics of various academic structures in other parts of the world, the recent trends of academic structures in universities in Europe, and the changes and reforms on the academic structures in China since the last century. It also analyses the advantages and challenges brought by the new structure for Hong Kong.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

本文主要從兩方面去闡述：
( l ）語文教合政策的歷史回顧，從傳統香港社會的母語教育為什麼會變為重英輕中，從而檢討在回歸前後香港語文教育政策的變化過程。經歷了一百多年後，香港形成為一個特殊的語言地區，這是與回歸前英國管治香港後大力鼓吹英語教育有直接的關係。從而促成香港在日後成為國際城市，本文也利用相關資料分析這個現象。
( 2 ）當前怎樣才能較快的提升兩文三語水平，有關提升語文教育水平的幾點個人看法。
The article discusses the topic in two ways:
(1) The writer attempts to review the history of language teaching policies and explore the development of medium of instruction in schools in the past century while undermining the use of mother-tongue teaching. The writer also reviews the changes of language teaching policies in Hong Kong before and after the unification of Hong Kong with her motherland, thus making Hong Kong a unique language area after a period of over one hundred years. This is mainly due to the encouragement of using English as a main teaching medium in most schools under the British rule before the unification. This may contribute Hong Kong to become an international city.
(2) The writer suggests ways to raise the level of "bi-literate and tri-lingual" (language policy) skills at a faster paceand also brings out eleven personal opinions on how to improve the standard of language teaching.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]

第25期《現代教育通訊》對學習目標及目標為本評估作了專題報導，並請了上述等學者寫了有關文章刊登在《通訊》上。這一系列的文章，是對香港在該年於20間小學試行「學習目標及目標為本評估」後的探討，目的是說明推行TTRA的實際情況，使各教育工作者更多關注是項課程改革。