Technology per se has been seen as a catalyst for reform and change in many schools. This article reviews Hong Kong school practices and government policies and strategies and proposes that technology can act more as a lever than a catalyst for change if supported by broader changes in the education system. The article concludes that certain factors can facilitate this change.
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This paper critically analyses how the Government of the Hong Kong Special Administration Region has tackled the issue of preschool quality over the past 30 years. Although early childhood education is not part of the publicly funded education system, there is almost universal preschool attendance among three to six year olds. The government regulates, monitors and evaluates early childhood services, and has taken numerous steps to improve the quality of early childhood provision. However, a paradox lurks within government policy. On one hand, the facility-focused and provider-focused regulatory standards for the operation of preschools have been faulted for being too lax; but, on the other hand, policies and incentives have clearly improved the quality of preschool education. These include measures to support the upgrading of serving kindergarten teachers and an emphasis on quality assurance. The implementation of enabling policies is essential to ensure that all children have access to high-quality early education and care.
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作者就1996年11月教育統籌委員會第七號報告書“優資教育”的諮詢文件第五章，有關學校撥款新制度的改革，提出反對意見。作者認為目前分門別類的科目津貼是切合需求且不應在沒有提出理由的情況下，便把所有科目的津貼合併。美術科得不到與現時相若的撥款便會受到嚴重影響。因而作者認為現行撥款可以接受，不宜“撥正反亂”。

Universities and other institutions of higher learning now encounter far more challenge, and are subjected to an unprecedented level of external scrutiny. All providers of higher education today inhabit a more competitive world where resources are becoming scarcer, but at the same time they have to accommodate increasing demands from the local community as well as changing expectations from parents and employers. In order to be responsive to all those competing needs an emphasis on 'strong management' is introduced in the educational realm, with a fundamental paradigm shift to the notion of economic rationalism in running educational services. In such a policy context this paper sets out to examine how higher education in Hong Kong has gone through a similar process of marketisation with particular reference to the strategies and approaches adopted by the University Grants Committee, the central funding body of higher educational institutions in Hong Kong, to assure a quality and ' value for money' higher education in the territory. This paper concludes with a discussion of the implications of the adoption of a 'management- oriented' approach in delivering educational services.
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This article provides a brief overview of the Hong Kong system of higher education and the roles of the government, the Education Commission, the University Grants Committee, and the Hong Kong Council for Academic Accreditation in relation to the planning, development, funding, and quality assurance of higher education in the Hong Kong Special Administrative Region (HKSAR). It then describes the extent to which transnational education (i.e., non-local education delivered in Hong Kong) plays a role in meeting the demand for higher and continuing education in Hong Kong and recent measures taken by the HKSAR government aimed at assuring the quality of such offshore provision. It concludes with some comments as to how transnational education may be expected to contribute towards meeting the demand for higher and continuing education in Hong Kong in the future.
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In the process of examining the recent and, especially, post-Handover, contributions that the Hong Kong Education Commission (EC) has made to policy concerning Continuing Education (CE) in the Special Administrative Region, the authors of this article were drawn into discussion of three underlying issues. These include the issue of conceptual clarity with regard to 'continuing education' and the operational implications of the local adoption of the fashionable worldwide mantra of 'lifelong learning'. They necessarily become involved in the need to distinguish between policy rhetoric, often employed in the form of Confucian-like exhortation, and practical applications of specific recommendations. They consider the extent to which the new polices have been implemented. While their analysis of policy process is, in an important sense, Hong Kong specific, it raises questions of international interest and concern, and this is probably most clearly manifested in the case study they offer of different arguments and proposals about the funding of CE.
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http://dx.doi.org/10.1080/0158037032000131529]