自2001年起，香港特別行政區政府推出一系列大型課程改革，至今已近二十年。現在正是適切時間檢討，以尋找未來的改革方向。校長和教師是重要的持份者，他們同時掌握具體的前線情況，因此了解他們對課程改革現狀及未來發展的看法非常重要。本研究採用聚焦訪談及問卷調查方法，收集了超過1,000名教師和校長的觀感及看法。研究發現，課程改革帶來了教學法、學校自評文化和觀課文化的改變，但未能全面達致改革的大部分目標。改革亦帶來了一系列問題，例如教師工作量增加和學習差異擴闊等。如要為將來尋找更好的發展方向和策略，教育當局必須進行更全面、更有系統及深入的研究，而本研究展示的數據和理據可作這全面檢討的起點。Copyright © 香港中文大學. 香港教育研究所.

20世紀90年代以來,香港的大學的教育體系發生了重大變革,國際化是香港的大學教育改革的核心理由之一。國際化視野下的非本地生教育對香港的教育改革和教育發展的啟示主要表現在:第一,教育機會增多,學生來源全球化;第二,順應社會需求,學科課程多樣化;第三,資助渠道互通,籌資途徑多元化。

「優質學校改進計劃」是個大學與學校夥伴協作計劃，自1998年起一直給予中、小學全面專業支援，目的是整體學校改進。2000年，教育統籌委員會發表了《香港教育制度改革建議》，在充滿理想的改革原則策動下，中、小學教育及課程有明顯改變，但在推行及實踐各樣改革時，教與學的實際困境亦一一浮現。本文以香港「優質學校改進計劃」下的學校個案，探討學校領導為何在由上而下的改革浪潮下，引進大學專業人員的知識及實踐經驗，並從學校領導的視角，探索「計劃」在學校教育的不同層面所起的作用。Quality School Improvement Project (QSIP) is a university-school partnership program for comprehensive school improvement. Since 1998, QSIP has provided holistic professional support to primary and secondary schools in Hong Kong. In 2000, Education Commission published the Reform Proposals for the Education System in Hong Kong to outline some desirable education reform principles and proposals for schools. Following the reform principles, school education system and curriculum have some remarkable changes. When implementing the various education reforms, challenges and difficulties have also surfaced in the teaching and learning environment in schools. This article reviews why school leaders introduce QSIP into their school reform environment and how the professional supports from QSIP have influenced school education in different levels from school leaders' perspectives. Copyright © 2011 香港中文大學.

In the 2014 policy address, the Hong Kong SAR government decided to offer a grant for expanding the support of life planning education in secondary schools. It aimed to help students be better prepared for the transition from education to work. However, globalization and innovation of technology have increased future uncertainties. Students are suggested to have better preparation for different stages of life. Moreover, the expectations toward schools and education have changed. It is not limited to knowledge transfer but also whole-person development. Therefore, they were urged to provide life-based education to help students cope with various challenges in their life. This article discusses Life Planning Education promoted by the Education Bureau in terms of a Lifelong Learning perspective. It suggests expanding the current Life Planning Education to Life Education for covering all aspects of life and for achieving the goals of Lifelong Learning and whole-person development. It helps the student to be prepared for 21st century challenges.自 2014 年起，特區政府透過增加對學校的撥款用於推廣生涯規劃，協助學生訂立目標和計劃，從而面對畢業後在工作上所帶來的挑戰。然而時代的轉變，社會對教育和學校的期望亦有所提升和不應止於傳授知識。本文以終身學習的角度去討論現行生涯規劃教育，並帶出教育應該以生命為本。作者建議在現行教育局所提倡的生涯規劃教育加入生命教育元素，這不單有助培育學生發展終身學習的態度，亦能協助他們達至全人發展去面對 21 世紀所帶來的挑戰。 Copyright © 2019 Hong Kong Teachers' Centre Journal.

融合教育的理念在香港少有爭議，然而其實踐却引來業界以至整個社會的不安。而收納有特殊學習需要學童的主流學校數目亦有增無已，自1999年教育署正式啟動「融合教育計劃」後至去年止，已超過半數香港主流小學參加了「融合教育計劃」。這項標示人權、公平、與「反隔離」的教育倡導，漸成香港教育改革中的一項重要議程。然而，除了政府的正面報導外，不論在報章上、學術研討會上，或在學界的調查研究中，我們都可接收到各類有關持份者痛陳目前的融合教育政策與執行缺失的訊息。為數非少的家長、主流學校、及特殊學校都在這看似融合美境之中叫苦連連。本文從教育生態角度，剖析香港十年教改與融合教育措施的互動關係，分析主流學校與特殊學校的藍海策略，提出可借鏡某些國家承認雙重國籍的方案，提供融合生雙重學籍，以解構教育系統二分法造成的三輸局面。 The conceptual good will behind integrated education in Hong Kong attracts very little debate, while its implementation arouses unrest amongst the education sector and the community at large. Since the inception of integrated education by the Government in 1999, statistics last year indicated that there were more and more schools joining the programme and over half of the primary schools in Hong Kong have then joined the programme. This new trend, demonstrating the respect for human rights, equality and anti-segregation, is now becoming one of the key issues of concern within the education reform of Hong Kong. Except the favorable remarks made by the Government about the policy, there were heated debates in the education sector and the public concerning the negative impacts resulting from the implementation of integrated education within the media, academic conferences and researches. Parents, mainstream schools as well as special schools are all agonizing about the glossy picture painted for the policy. Using an ecological perspective to look at the implementation of integrated education in the past 10 years while focusing on the dynamics between the education reform issues and strategies for integrated education, the "Blue Ocean Strategy" can be adopted as a basic principle for mainstream and special schools to work successfully together. Similar to a country giving recognition to dual nationality, one of the strategies might be the adoption of a dual-registration system for students to register with both types of school for ensuring their successful survival within integrated education. The proposal can be a practical

In 2000, the Education Commission launched a 10-year campaign that strived reform education by reconfiguring the academic system, including redesigning curriculum aims and assessment mechanism. Intense and frequent changes that resulted transformed the ecology of the education system. Local surveys indicated that most teachers suffered a high level of stress and many of them were nearly burnout. A combined inquiry was used to probe the external and internal influences that education reforms had upon teachers in schools for children with physical disabilities in Hong Kong. On the external influences, historical study and document analysis were employed. As to the internal influences, three methods were utilized. First, a four-section modified questionnaire was distributed to investigate these teachers' (n=92) stressors and gather data regarding their professional development. Second, 11 individual interviews were conducted in order to collect in-depth concerns from the representatives of novices, experienced and administrative teachers. Third, a focus group discussion with six experienced teachers was held to collect further data. Results of data analysis were discussed in order to provide recommendations to various stakeholders in supporting teachers along different stages of their career paths. 在2000年，教育統籌委員會啟動長達十年的教育改革，不但重新規劃香港學制，也重整課程目標及評估機制。自此，轉變密集而頻繁，改造了整個教育系統的生態，而本地多項調查顯示大部分教師承受着高度的工作壓力，有許多更近乎耗盡。本文採用綜合方法，深入調查教育改革對肢體傷殘學校教師所帶來的外在及內部影響。就其外在影響，作者運用歷史研究法及文件分析法調查；至於內部影響，則透過問卷調查、個別面談、焦點小組三種方法搜集資料。經過分析資料及討論觀點後，作者向教育官員、學校領導、特校教師提出建議，望後者在不同階段的教學生涯中獲得支援。
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港臺兩地的教改(教育改革)抱著革故鼎新的追求起步,教改的配置也幾近完美,然而結果卻是教改的主攻目標未能達成,甚至還派生出一系列新的棘手問題。兩地教改主攻目標落空的過程與事實,至少給我們留下了可資借鑒的四條教益:理想的教改目標往往知易行難,與本土文化"決裂"的教改難以成功,沒有不知疲倦的教師和無所不能的培訓,世上幾乎沒有有利無弊的教改舉措。

在教育改革中，社會各界普遍支持「三三四」學制改革的模式。「三三四」學制改革，是由原本的三年初中、兩年高中、兩年預科改為三年初中、三年高中，以及大學三年制改為四年制。新學制旨在為所有學生提供更多教育機會，以一次公開試取代原有的中學會考及高級程度會，減輕精英制之考試壓力，普及高中教育。 學制改革能打破香港目前學制之結構性自我孤立，廣泛與中國大陸、美國及其他亞太地區學制接軌，提高香港的大學在國際上的競爭力，紓緩近數年的教育資源削減之緊張局面，改善大學萎縮之情況。另外，學制改革減輕高風險考試的壓力和繁重課程的壓迫，提供更多空間以實踐優質教育，挽回家長大眾對香港教育的信心。新學制擴展二年高中為三年，可有系統地減低雙失青年之情況，讓年輕人在知識型社會的年代，有機會接受更多的教育，甚至可以選擇升讀國內大專 (鄭燕祥，2004.11.27)。但此制度也可能出現很多問題，需要深入探討，推行前須仔細規劃，準備充足，並留意各方之配套。本文將介紹「三三四」制度下中學可能出現之問題，而解決問題之建議包括 (一) 確立和深化中學班主任之輔導角色，(二) 提供小班教學之環境和 (三) 加強班主任在學習、心理、職業輔導方面之培訓。

香港政府近年大力推動教育改革，目的在培養更具能力、更全面發展的人才，使在瞬息萬變的社會增強個人競爭力，維持整體社會經濟發展和進步。而人才以生命為本，如何使每個人都有充實的生活，便正是生命教育的目的。本文嘗試從介紹生命教育的歷史和特質入手，探討生命教育與教育改革的配合。 生命教育的特質是以人為本的價值活動，能帶領學生以不同角度思考人生，它以全人教育為宗旨，內容豐富、涵蓋面廣闊，對因社會急速發展、政治制度改變和社會失範而導致的種種青少年問題如：自殺、濫藥、欺凌、違規逾軌及自尊感低落等具有撥亂反正和正本清源的作用。 生命教育的目的在協助學生認識生命、肯定生命、愛惜尊重生命、進而掌握生命，並與孕育生命的自然環境和諧共存，尋求人類與宇宙的脈絡關係，使達到全人發展。 本文建議前綫老師嘗試以生命教育為核心，組織不同範疇 (環境、智、德、群、體、美、靈和情) 的教育活動，並勾劃實踐的具體架構，供教育工作者討論。