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.

正如劉捷(2002)表示，教師專業化起著很大的變遷，師資人才高學歷化，師資培養培訓模式多樣化，師資培養體系一體化，師資任用證書化，教師教育機構和課程認定化是大趨勢。教師中心在專業發展及在職培訓只能充當一個角色。這二十多年來，教師中心經歷了多次會所的搬遷及合併，最終都能健康發展，實有賴一群熱心專業發展的諮詢管理委員會的成員及任勞任怨的公務員。作者期望政府當局應繼續支持中心的發展，並在適當時機探討成立教育專業議會的可行性，為整個教師專業定下穩固的基石。
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]