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.

課室情境的研究資料能助教師評估課室的氣氛，發揮他們的教學潛能，改善或改變課室的氣氛，有助教師的專業發展。Fraser (1986) 提議老師可在各學科和各年級的課堂中反思課室的情境，了解課室的氣氛，以提高教學效能，達專業發展，這對常識科教師尤其重要。自一九九六年九月開始這一新課程已成為香港的小學的共同核心課程中的一科。教師除了設計「以兒童為中心」的學習活動以輔助兒童學習 (香港課程發展議會1994)，亦應不斷評估課室的氣氛，以改善自己的教學，提高教師的成就感 (Fraser, Barry J. & Walberg, Herbert L. 1991)、作終身教育的一環。本研究邀請在香港教育學院接受在職訓練的常識科教師和學生，利用課室情境量表反思他們的常識課課堂氣氛，藉所獲資料評估反思常識科的教與學，供其他常識科教師作不斷評估、專業發展之參考。

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.

1988年民間教育團體提出之教育制度全面改革藍圖，主張大學全面四年制，一方面反對政府強行將中大四年制改為三年制的措施，另一方面提出解難建議的學制改革藍圖。當時政府拒納意見，部份民間團體提出改革藍圖好夢成空。本文擬就民間首次提出全面教育革的意圖作一歷史回顧，為當今教育改革注入源頭活水。
The Education and Manpower Bureau has published recently a report on the new academic structure for senior secondary, education and higher education. The proposed "3+3+4" reform will provide three years of junior secondary education, three years of senior secondary education and four years of university education. Many educators supported this proposal. However, it is important to note that the current proposed reform is actually similar to a blueprint of the academic structure reform put forth by 21 education concern groups in 1988. The blueprint was proposed as a response to the recommendations of the Education Commission Report Number Three published in 1988. And this blueprint was not accepted by the Hong Kong Government. This paper reports and comments on these proposals and blueprints with a view to generating constructive insights for building an ideal education system in Hong Kong.
[Copyright of Hong Kong Teachers' Centre Journal is the property of Hong Kong Teachers' Centre at http://www.edb.org.hk/hktc]