This paper attempts to describe recent development of home-school relations in Hong Kong. It is stressed in the Education Commission Report No. 7 that school authority should be in partners with parents to manage the schools. However, findings of the Study on Home-School Cooperation (ED, 1994) demonstrate that there are a lot of barriers in promoting parental involvement in schools. Thus, this paper also serves to introduce a school-based strategy for promoting home-school cooperation. Through examining and analysing the degree of parental involvement at each level in a school, suitable strategies will be developed to strengthen means of facilitating teachers to involve parents in the schooling process of the students.
[Copyright © 2000 The Hong Kong Institute of Education.]

Pre-school parents' expectations have considerable influence on the early childhood curriculum. With better understanding of what parents expect for their children from pre-school provisions, constructive partnerships between school and parents could be established. This paper examines parents' expectations of pre-school education with reference to a small-scale study conducted in Hong Kong. Parents' understanding of the purposes of pre-school education and their curriculum expectations were investigated through interviews. Results of the eighteen parents' interviews showed that only a small number of these parents had high expectations on their pre-school children, which was different from some of the previous Hong Kong reports but was in line with a large scale survey conducted by a local pre-school education service provider. The nursery parents seemed to be less demanding on academic learning and showed more concern on learning self-care skills than the kindergarten parents. There was no obvious difference in expectations between parents with high and low education levels.
[Copyright © 2004 The Hong Kong Institute of Education.]

This study adopted the qualitative and quantitative method in drawing data through a pilot, questionnaire survey and focus interview phases in Tai Po schools. There are 12 influential factors had been identified: School Reputation; Learning Atmosphere; Quality of Teaching Staff; Results of SSPA; Quantity of Homework; Learning Content; School Activities; School Building, Facilities and Resource; Home-School Cooperation; School Location; Recommendations from Other Parent, and Pupils Conduct in Public. At the end of the paper, the author presented two recommendations for practice and further research for school practitioners.

面對新世紀全球化、網絡化的大趨勢，兒童所身處的生活環境跟上一代已大大不同了。兒童的成長需要家長的指導，而家長固有經驗已不足以應付現代社會的巨大轉變。因此，為現代家長設計及提供適切的家長教育課程，是刻不容緩的。香港家長，素來關心子女的學業，甚至有「不得其法」的家長，更為子女的學習而傷害了子女。其實，有效的學習，端賴良好的語文能力以及掌握資訊的能力，而家長必須及早掌握有關的知識、能力和態度。基於上述的理解，研究者跟四位學者合作，因應香港社會的獨特需要，建構了一項幼兒家長教育活動課程，旨在輔導家長創造全語言家庭，善用圖書館，促進子女學習與成長。這課程獲得優質教育基金的贊助，並在本港不同地區推行，招收的幼兒家長達五百人。這個家長教育活動的建構與實踐，正好體現香港幼兒家長教育的一些特色，包括切合實際、力求精要、兼顧幼兒、重視家校合作等。通過討論該家長教育活動的建構、實踐及初步總結，筆者期望能引起家長教育工作者及有關學者的迴響，激發更多有關家長教育的思考及討論。