This article explores the changing educational landscape in Hong Kong prior to and following its transition to Chinese sovereignty in 1997. It does this through an analysis of the rise and fall of a specific curriculum reform, the Target Oriented Curriculum (TOC), which straddled the political reunification. The article draws on a range of published research and evaluation projects and the analysis focusses on the four key elements of public policy, namely the origins, the nature, the policy actions used and its impact on practice.
[Copyright of Journal of Education Policy is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02680930110100036]