The author points out that Hong Kong and Macau share some commonalties: they are geographically close, and share a common cultural heritage; both of them have scheduled for reintegration with the People's Republic of China. In contrast, the author underscores, the education system of Hong Kong is in most aspects centralized, while in Macau is decentralized. The author then tries to account for the differences and in turn comments on the implications with a focus on patterns of curriculum development for secondary schools.

This paper highlights the significance of "ownership" in implementing educational change. It is argued in the paper that all interested groups should have opportunities to participate in the design, planning, and development of the change. Implications are then drawn from the postponement of Targets and Target-Related Assessment for introducing change into the schools of Hong Kong.

This paper records that there are 168 articles published in the Curriculum Forum from 1991-1997, that this collection has been indexed and classified according to a group of descriptors or keywords, that a wide range of topics has been covered and analyzed, and that the Curriculum Forum provides valuable information about Hong Kong subject teaching in general and curriculum design development and implementation in particular.

The author argues that it seemed more suitable to make the introduction in the form of a computer club before the introduction of a course in computer studies in secondary schools. The author further states that the language used in TRS-80 was BASIC (Beginners All-purpose Symbolic Instruction Code) which was close to ordinary English, and that waiting for the money to be approved by the Education Department might take at least one year.

Secondary school students have been experiencing stress related to examination and academic performance in Hong Kong: the Special Administrative Region of the Chinese Mainland. The article reports a case study which applied the student empowerment model originated from western societies and the ‘Qing’ concept of Chinese philosophy to formulate a student Quality Student Leadership (QSL) programme in a secondary school. The programme aimed to reduce the stress of the students and at the same time improve their initiative, leadership, and also the relationship between the students and with the parents and teachers. The results showed that the programme was effective in achieving its objectives.
[Copyright of Pastoral Care in Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1111/1468-0122.00215 ]

In Hong Kong, media education is not a new initiative. With the recent education reform, curricular space will undergo significant changes. Instead of having fixed subject boundaries, key learning areas will be introduced. As such, media education will find much more space for negotiating a place in the reformed curriculum. This study aims to look at how media education is implemented in schools in Hong Kong and the content and pedagogy of the media education curriculum against the background of education reforms.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305569032000159723]

This article briefly describes the Hong Kong education system, discusses the policies and efforts for education quality and school improvement, and reviews the development of school effectiveness research in Hong Kong. Hong Kong people have shown their strong commitment to educational reform for better societal development in the coming decades. A number of important policies have been issued to improve educational practice and school management. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, numerous good opportunities have been created for policy-makers, school practitioners, and educational researchers to conduct educational innovation, school improvement, and school effectiveness research. The ongoing education experiments, reform experiences, improvement practices, and effectiveness studies at both the system and school levels may not only benefit Hong Kong people but also make a contribution to international concern for school effectiveness and improvement.
[Copyright of School Effectiveness and School Improvement is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1076/sesi.10.1.10.3517]

One hundred seventy secondary schools in Hong Kong responded to a questionnaire designed to assess their needs for leadership training of students in different domains of school activities and their endorsement of university-school collaboration in these activities. The questionnaire also assessed the extent and degree of support and involvement that schools intended to provide in training programs and in organized school activities for students to assume leadership roles in schools. Findings indicated that schools were in need of student leaders in different student activities, especially in those less related to academic concerns. It was stressed that in providing opportunities for student leaders to continue practicing their skills in school activities, other students might eventually benefit through participation in school activities and peer support programs organized by student leaders.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02783190009554049 ]